A teaching embodied-centred experiment: some methodological and professional implications

This study is based on the results of previous research inquiry within the “teaching embodiedcentered approach” (Iavarone, Iachini, 2012; Iachini, Iavarone, Ruotolo, 2013). This approach is based on the idea that teaching should be based on multimodal sensory grounding in order to be more effective than a classic verbal-centered teaching approach. The experimental results that we show in this study are based on the comparison between learning and retrieval of sentences presented in a verbal only or verbal plus related visual images modality. Concrete and abstract meanings were used. Participants had to learn and then recognize these sentences (name and verb recognition). The preliminary data showed a general facilitation of the verbal plus visual image of the learning material. Moreover, a difficulty with abstract sentences emerged. The pattern of results supports the effectiveness of an embodied centered teaching based on educational stimulations that have a strong experiential sensory-motor basis. The implications of these results are discussed. In the last analysis, this paper supports the idea that should be useful helping teachers in developing research skills and data analysis in order to support them in better understanding cognitive changing in learning styles of younger generation and consequently how this undersatnding can modify and improve their teaching.