Gökalp Güneş

Embodied learning is a contemporary pedagogical learning theory which in terms of educational practice uses the body as a learning tool. Students view everyone’s body as a tool for knowledge construction and knowledge carrier in terms of how knowledge is constructed by students are the principles of embodied learning (Caine & Caine, 1997; Kalantzis & Cope, 2013). Embodied learning can be defined under two parameters as the embodied way of being and the sociocultural and relational/interactive way regarding skill development which consists of the body, the senses, the mind, and the brain that is the individual’s personality (Nunez, Edwards & Matos, 1999). Regarding the characteristics of embodied learning, in the process of embodied learning, not only the sensorimotor system but also body movements are involved and also the perceived stimuli is transformed into a stable memory (Abrahamson, Gutierrez, Charoenying, Negrete & Bumbacher, 2012).  Lakoff and Johnson (...

Regarding the Kantian perspective, the mind does not derive laws from nature yet imposes them on it. Therefore, the focus shifts from objects of knowledge (the known) to knowers of objects (the knower). According to Piaget (1936) the mind starts not with knowledge of the self or knowledge of things yet it starts with knowledge of their interaction, and it is directing itself simultaneously towards the two poles of the interaction which the mind organizes the world by means of organizing itself. Hence, the organization of knowledge is the result of interaction which is also called as adaptation, between an organism exhibiting a conscious intelligence and the environment.  Radical Constructivism postulates that all knowledge is human knowledge and all is mediated through subjective or intersubjective human experience. Therefore, truth is not certain yet provisional, knowledge is not discovered yet made and the world is not objective yet constructed through experience. Truth in con...

According to the theory of situated cognition, every human thought is adapted to the environment which is called as “situated” due to the fact that what people perceive and how they conceive their activity, and also what they physically do develop together consequently (Clancey, 1997). And therefore, knowledge is seen as a lived experience. In the early 1990, Jean Lave and Etienne Wenger developed an instructional approach called as situated learning, according to the theory learners tend to learn by actively participating in the learning experience. Hence, situated learning is about creating meaning from daily living’s real activities (Stein, 1998).  Wenger (1998) postulated that there are basic premises of situated cognition theory. People are social beings which is a central aspect of learning. Knowledge is in relation to competence with respect to valued enterprises and knowing is a matter of participating which is related to active engagements in the world, and finally what...