Embodied History Education: A PRISMA-Based Exploration of Classroom Practice

Beskrivelse

Studies have highlighted how movement can be integrated into teaching (Vazou et al., 2020). Often, these studies employ methods that focus either on observing the intensity and timing of physical activity or on outcomes, such as measures of well-being or academic performance (Jeppesen et al., 2025). However, these studies do not emphasize the significance of the students’ bodily interactions. The theory of enactive cognition can contribute to the field by offering insights into how sensorimotor, social, and affective experiences can promote cognitive processes (Madsen et al., 2020). This perspective, however, requires a methodological focus on students’ bodily and interactive actions. Through video observation and participant observation (with varying degrees of participation), we follow the history teaching of an upper secondary education (HF) class over the course of one year. We explore how students interact and engage in history teachings, and our empirical analysis have been inspired by the PRISMA method (De Jaegher et al, 2017), which is a systematic method for investigating the embodied dimensions of interacting based on an embodied methodology and concepts.
In this workshop, participants are introduced to the PRISMA method through firsthand experience, exploring how researchers use themselves both as research instruments and as subjects of inquiry within a systematic protocol for investigating interaction. We then present our preliminary PRISMA-based analysis of bodily interactions in history teaching classes which highlights the importance of pedagogical factors such as performative bodily expressions and actions, and changes in temporality and place.

Periode	9 jun. 2026
Begivenhedstitel	The Second International Conference on Embodied Education
Begivenhedstype	Konference
Placering	København, DanmarkVis på kort
Grad af anerkendelse	International