The Role of Aesthetics in the Teaching and Learning of Data Modelling

Autor/inn/en	Ferguson, Joseph Paul; Tytler, Russell; White, Peta
Titel	The Role of Aesthetics in the Teaching and Learning of Data Modelling
Quelle	In: International Journal of Science Education, 44 (2022) 5, S.753-774 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferguson, Joseph Paul) ORCID (Tytler, Russell) ORCID (White, Peta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1875514
Schlagwörter	Aesthetics; Data Analysis; Educational Philosophy; Teaching Methods; Grade 4; Elementary School Students; Sequential Approach; STEM Education; Measurement; Human Body; Ethnography; Epistemology; Video Technology; Classroom Communication; Group Discussion; Concept Formation; Student Interests; Mathematics Instruction; Affective Behavior; Learning Processes; Semiotics; Science Instruction + Suchen Sie Ihr Suchwort? Ästhetik; Auswertung; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Schrittfolge; STEM; Messverfahren; Menschlicher Körper; Ethnografie; Erkenntnistheorie; Klassengespräch; Gruppendiskussion; Concept learning; Begriffsbildung; Studieninteresse; Mathematics lessons; Mathematikunterricht; Affective disturbance; Active behaviour; Affektive Störung; Learning process; Lernprozess; Semiotik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Reporting on a Grade 4 teaching and learning sequence, we highlight foundational constructs of measurement and data modelling which are fundamental to competence development in both science and mathematics. The sequence involved students generating and representing measures of their teacher's arm-span, with a focus on the invention and refinement of data representations characteristic of STEM epistemic practices. We undertook a micro-ethnographic practical epistemology analysis of video data of classroom and group discussions and student work, to explore the teaching and learning processes driving students' understandings of data variation and measures of central tendency. Through this analysis we appreciated aesthetic experiences as fundamental for students' growing epistemic and conceptual understandings and the teacher's pedagogical practices. We draw on the pragmatist aesthetic perspectives of Dewey and Peirce to show how students' sign-making shifted from an everyday interest in the arm span measuring process to an interest in the potentialities of the data set as an exploratory field. We consider this a shift from an everyday 'art' aesthetic to a 'mathematics' disciplinary aesthetic. We argue that such an aesthetic perspective, in which feeling and meaning are intertwined, provides a powerful way to understand the role of affect in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01