| Title |
Embodied cognition and STEM learning: overview of a topical collection in CR:PI
|
|---|---|
| Published in |
Cognitive Research: Principles and Implications, September 2017
|
| DOI | 10.1186/s41235-017-0071-6 |
| Pubmed ID | |
| Authors |
Steven M. Weisberg, Nora S. Newcombe |
| Abstract |
Embodied learning approaches emphasize the use of action to support pedagogical goals. A specific version of embodied learning posits an action-to-abstraction transition supported by gesture, sketching, and analogical mapping. These tools seem to have special promise for bolstering learning in science, technology, engineering, and mathematics (STEM) disciplines, but existing efforts need further theoretical and empirical development. The topical collection in Cognitive Research: Principles includes articles aiming to formalize and test the effectiveness of embodied learning in STEM. The collection provides guideposts, staking out the terrain that should be surveyed before larger-scale efforts are undertaken. This introduction provides a broader context concerning mechanisms that can support embodied learning and make it especially well suited to the STEM disciplines. |
X Demographics
The data shown below were collected from the profiles of 12 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 4 | 33% |
| United Kingdom | 2 | 17% |
| Australia | 1 | 8% |
| Germany | 1 | 8% |
| Unknown | 4 | 33% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 7 | 58% |
| Scientists | 4 | 33% |
| Practitioners (doctors, other healthcare professionals) | 1 | 8% |
Mendeley readers
The data shown below were compiled from readership statistics for 170 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 170 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 39 | 23% |
| Researcher | 18 | 11% |
| Student > Doctoral Student | 16 | 9% |
| Student > Master | 13 | 8% |
| Lecturer | 12 | 7% |
| Other | 26 | 15% |
| Unknown | 46 | 27% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 31 | 18% |
| Psychology | 23 | 14% |
| Computer Science | 9 | 5% |
| Mathematics | 9 | 5% |
| Arts and Humanities | 9 | 5% |
| Other | 35 | 21% |
| Unknown | 54 | 32% |
Attention Score in Context
This research output has an Altmetric Attention Score of 8. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 21 September 2021.
All research outputs
#4,687,146
of 25,483,400 outputs
Outputs from Cognitive Research: Principles and Implications
#157
of 365 outputs
Outputs of similar age
#74,946
of 323,729 outputs
Outputs of similar age from Cognitive Research: Principles and Implications
#7
of 9 outputs
Altmetric has tracked 25,483,400 research outputs across all sources so far. Compared to these this one has done well and is in the 81st percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 365 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 43.8. This one has gotten more attention than average, scoring higher than 57% of its peers.
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We're also able to compare this research output to 9 others from the same source and published within six weeks on either side of this one. This one has scored higher than 2 of them.