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The role of aesthetics in learning science in an art-science lesson
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| Pengarang | : | Shelley Hannigan |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 5) |
| Halaman | : | 797-814 |
| Abstrak | : | In this paper, we analyse results from one classroom session within an 8-week program in which Year 10 students constructed ‘trash’ puppets of endangered Australian animals. In making the puppets and using them as part of a ‘theatre in a suitcase’ performance at Melbourne Zoo, students were expected to integrate both scientific and artistic goals to demonstrate knowledge of specific endangered species. In this process, students needed to learn how their more immediate, everyday positive and negative aesthetic responses could be made continuous with a scientific aesthetic to produce both a coherent puppet and an advocacy performance. Through micro-ethnographic practical epistemology analysis of video data of this session, we demonstrate how this mix of everyday and subject-specific aesthetic responses, judgements and intentions interacted to shape and promote students’ learning in science. In addressing this multimodal and multi-purpose task, students learnt and applied science knowledge to a real-world issue of species endangerment. |
Supporting aesthetic experience of science in everyday life
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 5) |
| Halaman | : | 775-796 |
| Abstrak | : | 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. |
The role of aesthetics in the teaching and learning of data modelling
| Pengarang | : | Joseph Paul Ferguson |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 5) |
| Halaman | : | 753-774 |
| Abstrak | : | 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. |
Addressing methodological challenges in research on aesthetic dimensions to classroom science inquiry
| Pengarang | : | Vaughan Prain |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 5) |
| Halaman | : | 735-752 |
| Abstrak | : | There has been longstanding interest in students’ aesthetic feelings in engaging with school science, but new multimodal accounts of meaning-making, and changing curricular goals where science is integrated with other subjects, pose new methodological challenges for researching these feelings. In this paper, we aim to synthesise relevant literature as the bases for proposing methodological practices to address these new research challenges. We draw on past and current pragmatist and semiotic perspectives to justify our methodological approach. We claim that research on aesthetic feelings needs to identify: (a) the complex nature of aesthetic meaning/feeling processes and multiple influences on these processes and (b) short-term and longer-term consequences on participants’ taste for, and learning in, science. Building on a practical epistemology, we propose that these questions can be addressed through multimodal analyses of aesthetic intentions and responses when embedded in teacher and student inquiry purposes, discursive interactions, artefact-making, and evaluative feelings/judgements. To illustrate the scope and challenges of these methodological strategies, we draw on examples of analyses in companion papers in this special issue, both when science is taught alone and when integrated with other subjects. |
Aesthetics, affect, and making meaning in science education: an introduction
| Pengarang | : | Per-Olof Wickman |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 5) |
| Halaman | : | 717-734 |
| Abstrak | : | This overview gives a background for this special issue of the International Journal of Science Education on Aesthetics, affect, and making meaning in science education. Contributions to this special issue examine how and what kind of aesthetics of science is constituted when it meets the aesthetics of other practices (e.g. arts, mathematics, student lives), in and outside classrooms, and the consequences these encounters have for meaning-making and in learning science. It reviews various traditions and concepts used in studying aesthetics and affect in science education, their theoretical foundations and the different meanings these traditions assign to the concepts. The review spans from cognitivist, causal approaches to socio-culturally and pragmatically-oriented stances and examines the educational questions that these frameworks pose and resolve. The review makes a case that the socio-cultural and pragmatic frameworks adopted in the set of papers, focused on the continuity of aesthetic experience with meaning-making opens up fresh and powerful ways to support science teaching and learning. This review offers a backdrop against which the novelty of the individual contributions can be understood. |
Scientific inquiry learning with a simulation: providing within-task guidance tailored to learners’ understanding and inquiry skill
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 6) |
| Halaman | : | 1021-1043 |
| Abstrak | : | In scientific inquiry learning, within-task guidance tailored to the learner’s domain knowledge and inquiry skill may be essential to promote intended learning outcomes. However, due to dynamic complexity across the timeline of inquiry learning, principles for designing tailored guidance are elusive. In this study, experienced tutors provided just-in-time guidance to 11 learners. We analysed tutor-learner interactions to investigate how tutors adapted guidance. We found tutors provided five types of guidance: prompts, support for domain knowledge, assessments, hints, and feedback. Guidance was provided when learners made errors, expressed difficulties, or asked questions; or when the tutor judged a learner successfully demonstrated a skill and was ready to progress to a follow-on skill. Based on these results, we propose a model for tailored, just-in-time guidance in simulation-assisted inquiry learning environments. |
Assessing students’ epistemic beliefs related to professional and school science
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 6) |
| Halaman | : | 1000-1020 |
| Abstrak | : | The school context, like other influences, affects the development of students’ epistemic beliefs (EBs), with theoretical conceptualizations suggesting a distinction between EBs related to professional and school science. However, empirical studies rarely address this distinction, and instruments separately assessing these EBs are not available. We address this research gap by providing a new questionnaire that is based on the established instrument by Conley et al. (Citation2004) and which uses pairs of analogous items referring to the contexts of professional and school science. We succeeded in simultaneously assessing students’ EBs with reliable scales that allow for direct comparisons. Cross-sectional data is reported from a cohort study (N = 405) in grades 6 (n = 132), 8 (n = 167) and 10 (n = 106) that showed higher agreement with the scales related to professional science as well as higher agreement in higher grade levels. We further discuss methodological aspects of scale-formation, and highlight promising implementations of our questionnaire that future research could benefit from. |
The teacher as street-level bureaucrat: science teacher’s discretionary decision-making in a time of reform
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 6) |
| Halaman | : | 980-999 |
| Abstrak | : | This article explores teacher discretion in the context of the English 2014 science curriculum and assessment reforms. The study positions primary and secondary school science teachers as “street-level bureaucrats” in which they are not just mere implementers of policy but instead pivotal actors with much agency. Through the analysis of questionnaire and interview data drawn from a sample of 26 science teachers in England, this empirical research advances our understanding of teachers’ discretionary decision-making considering policy change and reform. The findings indicate that discretion varied, not simply between the secondary and primary sectors, but within each key stage. With the introduction of the new curriculum, secondary teachers expressed higher levels of autonomy and more discretion teaching key stage 3 than with key stage 4 and key stage 5. Despite this, we argue that it has become more difficult for teachers to circumvent the “rules” associated with the attainment measures in the ways that were previously possible. We conclude that the embodiment of teachers as street-level bureaucrats is not perfect as the boundaries around teacher’s discretion and decision-making are heavily dependent on the school and national policy context, but it remains a useful theory in advancing our understanding of teacher. |
An examination of teacher’s goals for a school crystal growing competition: more than having fun
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 6) |
| Halaman | : | 962-979 |
| Abstrak | : | Non-formal science education provides an ever-growing network of different educational opportunities that makes it a valuable instrument to increase scientific education quality and to promote scientific literacy among students. This study analysed teachers’ conceptions about the goals they set prior to participating in a crystal-growing competition named Concurso de Cristalización en la Escuela. A qualitative-interpretative approach was adopted to analyse educators’ answers and a quantitative evaluation of the influence of two main variables (previous participation in the contest and years of teaching experience) was included to complement and deepen the analysis. Descriptive analysis reveals seven main categories that are not mutually exclusive in which teacher’s objectives can be classified. Several different themes can be identified within the majority of the categories which may be labelled as mainly cognitive or mainly affective. This provides a new insight into educators’ conceptions concerning non-formal education. Quantitative evaluation of the responses showed no noticeable influence of the years of experience in the type of objectives declared by teachers, which may indicate that the settled goals are more dependent of personal and contextual variables. In the light of these findings, it can be concluded that educators value the competition not just as an entertaining experience but as in instrument that addressed the didactic need to put the usual processes of science into practice as a basis for the construction of scientific knowledge. |
In-service science teachers’ purposes for integrating the history of science: the role of their science teaching orientation
| Pengarang | : | Çiçek Dilek Bakanay |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 6) |
| Halaman | : | 939-961 |
| Abstrak | : | This qualitative study examined teachers’ science teaching orientations (STO) and their purposes for integrating the history of science (HOS) into their teaching using newly developed instructional materials. The HOS may be used as an effective instructional tool for achieving scientific literacy; however, science teachers utilise it in various ways for very different purposes. Data was collected from nine in-service high school science teachers using an orientation interview protocol, reflective journals and semi-structured interviews. Data collection focused on the experiences of participating teachers who implemented instructional materials based on HOS over the course of two years. Participants’ STO profiles were classified into three groups: traditional, transitional and reformist. Data analysis revealed 13 distinct purposes for integrating HOS, which fell under four overarching domains: namely, pedagogical, conceptual, affective and epistemological. The results of the study revealed that teachers failed to relate HOS with the tenets of nature of science (NOS) in their teaching. They were not able to identify the potential NOS aspects within the HOS materials. Only the reformist teachers integrated HOS for epistemological purposes, whereas the traditional teachers relied on HOS simply as an interesting life and work stories of well-known scientists. Teachers could use HOS instructional materials for a variety of reasons by utilising different aspects of HOS as their views on science and teaching shift from traditional to reformist. |