Embodied, epistemic cognition in higher science education: Advances from the laboratory

The paper aims to synthesize two pertinent philosophical notions related to student learning in higher science education, i.e. embodied cognition and epistemic cognition, employing theoretical and empirical inquiries into epistemic practices in teaching laboratories. First, laboratory exercise is conceptualized as an authentic context for epistemic practices. Second, both philosophical notions are critically reviewed in light of recent developments in science education. Third, findings from an empirical study are used to substantiate a hybrid, systemic view of cognition.