Incorporating Poeticality into the Teaching of Physics

Autor/inn/en	Pantidos, Panagiotis; Ravanis, Konstantinos; Valakas, Kostas; Vitoratos, Evangelos
Titel	Incorporating Poeticality into the Teaching of Physics
Quelle	In: Science & Education, 23 (2014) 3, S.621-642 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-012-9573-2
Schlagwörter	Science Instruction; Poetry; Teaching Methods; Physics; Aesthetics; Figurative Language; Language Usage; Comprehension; Learning Modalities + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lyrik; Poesie; Teaching method; Lehrmethode; Unterrichtsmethode; Physik; Ästhetik; Sprachgebrauch; Verstehen; Verständnis; Lernumgebung
Abstract	This study examines how focusing on the notion of "poeticality" (poetical forms) can provide functional insights with respect to the narrativeness of physics teaching. From this perspective, through both a meaning-making and aesthetic approach, this article explores how vehicles such as verse and rhetorical figures--metaphor, irony, litotes, hyperbole, antithesis and paradox--can create written and oral texts for the teaching of physics, using a language with poetic significance. This standpoint exists in parallel with an increasingly acknowledged fact in the field of science education, i.e., that the context and particularly the modes of representation potentially affect students' comprehension. In this way, science education is allowed to escape the dominance of the cognitive paradigm and to concentrate on the study of students' conceptualisations in relation to the modalities used to shape meanings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10