Exploring possibilities for synergizing embodied, embedded and extended cognition: Implications to STEM Education

Abstract

Cognitive studies have resulted in great improvements in deeper learning. This paper explores groundings for synergizing embodied, embedded and extended cognition by looking at first, theoretical foundations and issues of interrelated disciplines, and second, ponders what the difference would be if the centrality of design shifts between a creativity/knowledge-building epistemology and a resource-based/optimization epistemology based on the same design factors. Third, we consider what the implications to STEM Education would be.