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The Meaning of Embodied Cognition and Its Applications in Geography Education

  • Journal of the Association of Korean Geographers
  • Abbr : JAKG
  • 2019, 8(1), pp.1-18
  • DOI : 10.25202/JAKG.8.1.1
  • Publisher : Association of Korean Geographers
  • Research Area : Social Science > Geography
  • Received : November 26, 2018
  • Accepted : January 30, 2019
  • Published : April 30, 2019

Minsung Kim 1

1부산대학교 지리교육과

Accredited

ABSTRACT

The purpose of this study is to introduce the meaning of embodied cognition scholars in cognitive psychology and diverse subject matter education have increased their interest in. In addition, this research investigates how the notion of embodied cognition can be applied to geography education. Embodied cognition attempts to overcome the limitations of traditional cognitive science that builds on the dichotomy between body and mind. Embodied cognition researchers note the interactions among human mind, body, activity, and the environment and try to combine them. Strategies to incorporate the ideas of embodied cognition examine the importance of physical manipulations, the effects of gestures, the use of diverse sensory experiences, and elements of embodied cognition in virtual environments. This study discusses applications of embodied cognition in geography education as follows: 1) embodied geographic experiences through physical manipulations and/or physical activities, 2) embodied design of virtual environments, and 3) geographic assignments that lead to effective embodied experience. This research represents a preliminary attempt to introduce the notion of embodied cognition into geography education and to further relevant discussions.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.