Teasing out the body: Reflections on embodied pedagogy research in science education

The integration of more physical activity and movement has become a key implementation to the new school reform of 2014 in Denmark. The idea is that more movement will result in better learning conditions, and that this can be promoted by infusing physical activity and movement into subjects such as science. Drawing on the ‘lived body’ concept proposed by Merleau-Ponty, and the notion of ‘fragility’ stemming from research in physical education, this paper seeks to examine the social phenomenon of ‘embodied science education’. This is done by examining how teachers conceptualize ‘physical science activities’, and how these kinds of activities shape students’ participation. The study points to three key findings: holistic assessment, cultures of performativity, and embodied knowledge.