Embodied physics: Utilizing dance resources for learning and engagement in STEM

Background Physics is often presented as disembodied, separating learners from opportunities to utilize their bodies sense-making resources. By ignoring issues of body, ethnicity and culture, these framings limit access physics for many, including Black girls, who struggle gain physics. Studying the situated, embodied cultural practices girls in learning environments provides a window into range resources available exploration illuminates possibilities culturally relevant pedagogies.Methods We engaged micro-ethnographic analysis video youth actions interactions during collaborative activities that combined dance dance-making with content.Findings Our findings show how (1) offered an lens investigation; (2) positioning movement inquiry gave dancers expanded vocabulary sense-making; (3) provided bring social critical funds knowledge.Contributions This article expands view knowledge by reintroducing movement, interaction engagement offers includes foregrounds whose voices experiences are left out research.