An Integrated Pedagogical Approach to Enhance Hispanic Elementary Students’ STEM Learning and Motivation

The theory of embodied cognition suggests that physical interaction shapes thinking and learning. While active learning can improve outcomes, not all movement enhances understanding. This quasi-experimental study examined technology-supported embodied learning with translanguaging in an afterschool physics program for fourteen Hispanic fifth graders. Results showed improved physics knowledge and motivation among participants compared to nonparticipants, including higher performance on the STAAR test. Findings indicate that purposeful, technology-integrated, and culturally responsive embodied activities can enhance conceptual understanding and academic achievement.