Exploring effects of embodied learning on students’ perception on astronomy and science

Malte S. Ubben; Maximilian Loch; Emmanuel Rollinde

doi:10.29333/ejmste/17285

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Malte S. Ubben ¹ ^* , Maximilian Loch ² , Emmanuel Rollinde ³

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¹ University of Leipzig, Leipzig, GERMANY² University of Münster, Münster, GERMANY³ CY Cergy Paris Université, Université de Paris, Univ Paris Est Créteil, Univ. Lille, UNIROUEN, LDAR, F-95000, FRANCE^* Corresponding Author

Abstract

Embodiment has recently become of interest for educational environments in general and science education in particular. The present study conducted in several classrooms across Europe set out to explore what effects this approach can have on the self-reports on science interest, engagement in activities, social appreciation and knowledge gains. Change in self-report regarding these areas were evaluated in a pre-post design. The learning sequence was found to positively impact students’ perceptions of scientific knowledge gained and increased the self-reported interest during the lessons across all participating countries. The results show that embodied learning has the potential to positively impact science lessons.

Keywords

embodied learning
astronomy
interest
engagement
self-reporting

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 11, 2025, Article No: em2723

https://doi.org/10.29333/ejmste/17285

Publication date: 01 Nov 2025

Online publication date: 15 Oct 2025

Article Views: 23

Article Downloads: 12

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How to cite this article

APA

Ubben, M. S., Loch, M., & Rollinde, E. (2025). Exploring effects of embodied learning on students’ perception on astronomy and science. Eurasia Journal of Mathematics, Science and Technology Education, 21(11), em2723. https://doi.org/10.29333/ejmste/17285

Vancouver

Ubben MS, Loch M, Rollinde E. Exploring effects of embodied learning on students’ perception on astronomy and science. EURASIA J Math Sci Tech Ed. 2025;21(11):em2723. https://doi.org/10.29333/ejmste/17285

AMA

Ubben MS, Loch M, Rollinde E. Exploring effects of embodied learning on students’ perception on astronomy and science. EURASIA J Math Sci Tech Ed. 2025;21(11), em2723. https://doi.org/10.29333/ejmste/17285

Chicago

Ubben, Malte S., Maximilian Loch, and Emmanuel Rollinde. "Exploring effects of embodied learning on students’ perception on astronomy and science". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 11 (2025): em2723. https://doi.org/10.29333/ejmste/17285

Harvard

Ubben, M. S., Loch, M., and Rollinde, E. (2025). Exploring effects of embodied learning on students’ perception on astronomy and science. Eurasia Journal of Mathematics, Science and Technology Education, 21(11), em2723. https://doi.org/10.29333/ejmste/17285

MLA

Ubben, Malte S. et al. "Exploring effects of embodied learning on students’ perception on astronomy and science". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 11, 2025, em2723. https://doi.org/10.29333/ejmste/17285