English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

One of the objectives of the undergraduate physics curriculum is for studentsto become aware of the connections between formal physical principles andpersonal experience. However, research has shown that awareness of connectionsbetween the abstract and the experiential tends to deteriorate, sometimessignificantly, following instruction in undergraduate physics courses. Althoughthis phenomenon has been discussed extensively in the literature, fewpedagogical interventions have been designed or implemented to address thisparticular weakness in undergraduate physics instruction. In this work, we showthat a contemplative practice consisting of a somatic meditation and acontemplation deepens students' awareness of the connections between formalphysical principles and personal experience by deliberately drawing theirattention to electromagnetic phenomena in their surroundings. In this process,students also note interdisciplinary connections between electrodynamicprinciples and chemical and biological systems. We also find that thecontemplative practice awakens an intrinsic motivation to understandelectromagnetic theory, as well as an appreciation for the somatic, affective,and cognitive benefits of a contemplative practice.

Contemplating electromagnetic phenomena in lived experience through somatic meditation