Embodied transfer of knowledge using dynamic systems concepts in high school: A preliminary study.

The transfer of knowledge among academic subjects and linking different phenomena are crucial education competencies in Bloom's taxonomy of learning goals. From another side, modern cognitive science defines cognition and learning as embodied. The Synthetic Understanding through Movement Analogies (SUMA) educational framework proposes embodied learning of general scientific principles and concepts and knowledge transfer among academic disciplines encompassing sciences, humanities and arts. Accordingly, this research aimed to evaluate the educational potential of teaching a set of Dynamic Systems Theory (DST) concepts through body movement experiences in first-grade high school students. Five classes of high school students (n = 71; 23 girls, 46 boys and 2 non-binaries, aged 12-13 y.) followed a four-week intervention addressed to teaching five DST concepts (order parameter, stability, control parameter, instability and phase transition) and transfer them to biological and social phenomena. Students followed four teaching phases: a) embodied experience, b) reflective observation of the experience, c) abstract conceptualization of the experience using the five general concepts, d) transfer of knowledge through the concepts to different phenomena from biological and social science academic subjects. Students' integration and transfer of knowledge abilities were evaluated pre- and post-intervention through a questionnaire and three open-ended questions. Results were compared using non-parametric Wilcoxon matched-pairs test and effect sizes were calculated through PS measures. Students' abilities to integrate and transfer knowledge increased post-intervention (Z = 7.322, p < 0.0001, PS = 1). The effect of the intervention points to the potential of teaching general DST concepts through body movement experiences in high school students for achieving the goals of an embodied and unificatory transdisciplinary education.