Kinesthetic learning opportunities : teaching science through creative movement / Corinne Morgan (2017)

The following paper details the development and implementation of a kinesthetic teaching methodology that utilizes creative dance in order to facilitate the learning of scientific concepts.

This methodology is based on a variety of current pedagogical techniques that utilize kinesthetic teaching practices. It is also based on a method consistent with the enactive and embodied research paradigm, epitomized in the work of George Lakoff and Mark Johnson, who believe that we create meaning for ourselves based on our reciprocal somatic interactions with our environment. These interactions lead to a notion of conceptual metaphors that we then apply to abstract concepts.

I worked with several groups of students between the ages of 14 and 18 implementing this methodology and testing its feasibility. I created lessons that focused on scientific phenomena such as the pulmonary circuit of the cardiovascular system, the respiratory system, and the nervous system. In addition, I created one lesson that focused on a review of mitosis. The creation and testing of these lessons was done through a cyclical process of action research that utilized the feedback obtained from my own observations and previous groups of students. The teaching methodology was meant to challenge students both creatively and academically, and inspire them to work in a manner that actively integrated dance and science.

To provide a summary conclusion, results indicate that students found learning in this manner enjoyable and helpful in gaining a better understanding of the academic content and wished to have other lessons taught in the same manner.