Source: Journal of Science Teacher Education, Volume 21, Number 7, 801-824. (November, 2010).
This article investigates teaching and learning science from two different perspectives transformative, aesthetic experience and a cognitive, rational framework.
A quasi-experimental design which was used to explore teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction.
Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts.
Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.