Speakers
Description
Physics is often taught as a purely intellectual subject, disconnected from the body and emotional engagement, particularly in undergraduate STEM courses. In Milan, in the “Preparation of Didactical Experiences 1” course for master’s students in Mathematics or Physics, we integrate 20 hours of embodied activities within an inquiry-based learning process. These activities, including scientific representation and music, emphasize the interplay of disciplinary understanding, personal meaning, and emotional involvement. Students report deeper comprehension and engagement through collective movements, physical simulations, and interactive exercises. This work presents simple embodied activities used in the course, demonstrating their effectiveness in fostering active, holistic learning.
| Education level | Age over 18 (excluding teacher education) |
|---|---|
| Physics topic | Other |
| Research focus | Innovative instructional strategies and pathways |
| Research method | Practitioner’s Inquiry / Action Research (Qualitative research) |
| Organizing preference criteria | Education level |
