Embodied cognition' is an area (or trend) that has interested researchers in the field of education since its emergence in the 1990s. We are taking up one of the strong hypotheses associated with the development of this theme: perception and action play a key role in the production and/or manifestation of scientific knowledge. This paradigm now underpins a great deal of research into the didactics of science and mathematics, based on different theoretical and methodological frameworks that lead to the design of a variety of learning systems.

The "Sciences in the flesh" symposium will bring together international experts to discuss questions that are common to this field of research:

- What scientific knowledge is studied from this perspective?

- How is the bodily aspect of learning addressed in this research?

- To what extent do these approaches take into account the collective dimension of learning / its historically, culturally and socially situated nature?

- How does this paradigm guide the design of learning systems?

- How do technological artefacts contribute to the design of such systems?

The 'Sciences in the flesh' symposium is the conclusion of a French research project called 'E-ESMEA' (Emergence of Enacted Science and Math Education through Astronomy), funded by CY Cergy Paris Université and led by the LDAR (ldar.website/esmea) and EMA laboratories. The LDAR's ESMEA research group is investigating the use of a 'Human Orrery', a spatio-temporal map of the Solar System, for learning mathematical and physical knowledge in the context of astronomy.

A poster session will take place on Wednesday

INVITED SPEAKERS

• Dor Abrahamson, Professor of Mathematics education, Berkeley School of Education / EDRL

• Ferdinando Arzarello, Professor of Mathematics education, Università degli Studi di Torino, UNITO · Dipartimento di Matematica "Giuseppe Peano"

• Arthur Bakker, Associate Professor of Mathematics Education, Utrecht University, Netherlands

• Magdalena Kersting, Assistant Professor of Science Education, Department of Science Education, University of Copenhagen, Denmark

• Luis Radford, Professor of Mathematics Education, École des sciences de l'éducation de l'Université Laurentienne, Sudbury, Ontario, Canada

• Donata Schoeller, Professor in Philosophy, University of Koblenz, Germany

• Jorge Soto-Andrade, Professor of Mathematics, Department of Mathematics, Faculty of Science, and Associated Researcher, Center of Advanced Research in Education, University of Chile.