Search results for: Aesthetics
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This article investigates teaching and learning science from two different perspectives transformative, aesthetic experience and a cognitive, rational framework. 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.
Updated: May. 13, 2011
The purpose of this paper is to reveal ways to provide the opportunity for students to have aesthetically engaged learning experiences. Using John Dewey's ideas from Art as Experience as a framework, the author uses aesthetic theory to show how such ends can be reached. In addition, the author suggests six themes that teachers can draw upon to help students attain engaged learning experiences.
Updated: Jan. 31, 2010
In this article, the authors argue that much of the development of action research has been based on a reconstructed view of science (i.e., a science that is more contextual, less law-like, less causal, but still accurately represents reality and is teacher centered as opposed to researcher centered). In contrast to this reconstructed view of science, they suggest it is time to look at the limits and possibilities of basing action research on an aesthetic view of knowledge production.
Updated: Oct. 06, 2008
A view of science education is presented from the perspective of art and aesthetics. The authors present a pedagogical model focused on fostering transformative aesthetic experiences, involving methods of crafting ideas out of concepts and methods of modeling and scaffolding transformative aesthetic experiences.
Updated: Jan. 28, 2008