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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/219927
Towards an Embodied and Transdisciplinary Education
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[eng] The educational landscape faces several challenges to uphold knowledge integration and the development of essential competencies in modern society. One prevalent issue lies in the dominant fragmentation and compartmentalisation of subjects that, enhanced by a specialised vocabulary, reinforces the disconnection among disciplines of the education curricula. Furthermore, the body is isolated from the learning process, marginalising movement and lived experiences. This approach fails to provide students with opportunities to engage meaningfully with the real world. Consequently, students struggle to apply the learnt topics to address real problems and develop essential competencies such as critical thinking, problem-solving, and collaboration skills. Although new educational approaches have emerged to promote the integration of disciplines (e.g., STEAM education), an embodied and transdisciplinary approach, which teaches general (nonspecific or context-independent) scientific concepts, has yet to be introduced. The doctoral thesis addresses the challenges of fragmented knowledge and disembodied education and proposes a transdisciplinary and embodied approach across elementary, high school, and higher education levels. Specifically, it evaluates the educational potential of experiencing the general concepts of Dynamic System Theory (DST) for enhancing the integration and transfer of knowledge at three academic levels. The hypothesis posits that learning DST concepts would enhance students' comprehension of phenomena and improve their ability to transfer knowledge across disciplines. The studies used a quasi-experimental design in elementary and high school and included a control group for the university intervention. Data was collected through questionnaires, interviews, and surveys. The results of the interventions showed that students could learn general DST concepts and principles through body experiences, integrate and transfer knowledge between different academic subjects, facilitate the understanding of diverse phenomena, and relate the learnt processes with their personal and social needs. Additionally, students were satisfied with the intervention, expressing their will to continue learning the applications of DST concepts to phenomena. They also described that collaborative learning helped them deepen their knowledge. Teachers acknowledged the potential of learning general concepts through body movement experiences and valued the approach as a promising strategy for an integrated and embodied education. Overall, the thesis advocates adopting an embodied and transdisciplinary approach for enhancing knowledge integration and engagement in diverse educational settings.
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ALMARCHA CANO, Maricarmen. Towards an Embodied and Transdisciplinary Education. [consulta: 3 de desembre de 2025]. [Disponible a: https://hdl.handle.net/2445/219927]