Supporting Aesthetic Experience of Science in Everyday Life

Autor/in	Atkins Elliott, Leslie
Titel	Supporting Aesthetic Experience of Science in Everyday Life
Quelle	In: International Journal of Science Education, 44 (2022) 5, S.775-796 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atkins Elliott, Leslie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1905905
Schlagwörter	Science Instruction; Teaching Methods; Aesthetics; Undergraduate Students; Transfer of Training; Science Activities; Taxonomy; Learning Experience; Introductory Courses; Physics; Engineering Education; Teacher Education Programs; Elementary School Teachers; Majors (Students); Student Attitudes; Transformative Learning; Preservice Teachers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ästhetik; Training; Transfer; Ausbildung; Taxonomie; Lernerfahrung; Einführungskurs; Physik; Ingenieurausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Pädagogische Transformation
Abstract	Researchers have argued that a central goal of science education is to transform students' out-of-school experiences, so that students have aesthetic experiences of the world that would not otherwise be available to them. The goal of this paper is to articulate a set of design principles that support this goal. In doing so, I will first position this as a problem of transfer, and describe a perspective on transfer in which an idea or experience is not so much abstracted from its original context, but one in which the learning context incorporates out-of-class contexts, and vice versa. After characterising a range of context domains that may be positioned intercontextually, I will argue that such transfer of scientific activity is fostered in classrooms that are themselves intercontextual: where out-of-class contexts are invoked by students in scientifically consequential and aesthetically meaningful ways as they develop and vet ideas. I develop a taxonomy of intercontextuality and describe classroom episodes of such intercontextuality from an undergraduate course that shows evidence of high transfer of aesthetic experience. I then offer suggestions for how elements of course design may support students in such aesthetic experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01