A systematic literature review of embodied cognition in k-12 STEM education: mapping out the field

Over the past few decades, there has been a growing interest in embodied cognition theory from k-12 science education researchers. This growth has led to new perspectives and approaches to operationalising embodied cognition theory. To chart out this new body of research, we present this systematic literature review on how embodied cognition has been operationalised in empirical research over the past decade across all k-12 grade levels and STEM subject fields. Searching Scopus, ERIC, and Web of Science, we identified and analysed 193 articles using qualitative content and network analysis. Our results show there has been a significant increase in publications on embodied cognition in k-12 STEM education over the past five years. We found that researchers mainly draw on embodied cognition to ground abstract science concepts in tangible and accessible forms. Consequently, researchers primarily focus on abstract science concepts, with a particular focus on integrating technology. Results from these studies suggest that embodied cognition can lead to increased learning, motivation, and engagement in science. This review marks the first step in mapping out how embodied cognition is operationalised in k-12 science education and suggests several research avenues for advancing embodied cognition research in science education.