Objectives The objective of this proposal is the organization of a multidisciplinary network to finalize a proposal to the H2020 Call Science with and for Society - SWAFS-01-2018-2019. The submitted proposal, called ESMEA, focuses on an embodied teaching method with a “Human Orrery” (a tool that allows learners to enact planetary movements within the Solar System). Through the attractiveness of astronomy for both boys and girls and the innovative potential of enaction, the Human Orrery allows learners to build the knowledge base for SwafS and to enhance their scientific awareness and well-being as citizens. Our current and foreseen network covers different part of Europe, while strong links are expected with third countries, such as Lebanon, Vietnam, Uruguay and USA. This will allow a gender and cross-cultural study of those topics. This network and its diversity of expertise also makes the dissemination of pedagogical sequences using the Human Orrery a Measurable and Achievable goal through national network of schools and science centres and links with stakeholders. Attention will be given to set Realistic and Time-Bound objectives. Constructing and using a Human Orrery An Orrery is a mechanical device illustrating the circular orbits of the planets. On a human Orrery, the orbits of planets and comets are drawn at a human scale allowing movements in the Solar System to be enacted by the learners. The implementation of Human Orrery, as learning experience, involves topics from mathematics and science and illustrates an example of a STEM approach of learning about concepts perceived as abstracts by students and teachers. Astronomy provides a highly motivating context for learners to develop observational skills, discover methods of scientific inquiry, and explore some of the fundamental laws of physics and concepts of mathematics in both an attractive and meaningful way. In the course of the project, a selection of schools (or science centres) in each of the involved countries are going to build their own Human Orrery. Those will then be used as starting hubs to disseminate this new teaching-learning method through local training and demonstration inside and outside schools. In the meantime, we shall inquire about the creation of a “teaching kit”. Theoretical background and methods Our ambition is to serve the co-emergence of a coherent theoretical approach of enaction in mathematics and science education, overcoming the risks of the actual theoretical fragmentation between disciplines, which undermines the strengths and scope of their results. Indeed, the use of a Human Orrery in education is based on the assumption that bodily perceptions help the learning of abstract concepts. Cognitive science theory of enaction as well as science and mathematics education research provide theoretical foundations and empirical results to this claim, by showing the role of gestures, signs, as well as that of artefacts, in learning processes, leading to consider “multimodal learning”. At the heart of research is the question of how learners’ conceptions are transformed to increasingly approximate conceptions shared by scientists. Networking expertise in science and mathematics education will be used to design learning sequences that account for known conceptual obstacles to this transformation. We will refer to the Activity Theory as developed currently in mathematics education to study those sequences. In a broader perspective, our approach intends to make the learning process more engaged and meaningful and to promote an equity among scientific, literary and artistic disciplines. Those topics are related to the notions of gender on one side and of awareness and motivation on the other side. We will examine the relationship between learning environments and students’ creative performances, as well as its correlations with motivation