ABSTRACT
This chapter explores the potential of nature-based education for embodied and situated learning. The discussion is illustrated with a case study of a nature guide lesson with fourth-grade pupils, in which the pupils use their mobile phones to explore, to access knowledge on the spot, and to collect and document information. This has interesting learning potential. Embodied cognition is combined with social practice theory and draws on results from the Danish research project Natural Technology, in which researchers investigate the perceived cognitive effects of using smart technology in natural environments. The aim of this research is to improve explanations of relevant 4E concepts related to embodied learning and to provide an adequate theoretical understanding of all dimensions of situatedness, including those related to experiencing and feeling connected to nature.
