Aesthetic experience in science education : (Record no. 43803)

MARC details
000 -LEADER
fixed length control field 04274cam a22003374a 4500
003 - CONTROL NUMBER IDENTIFIER
control field CUTN
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20241028162053.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 050315s2006 nju b 001 0 eng
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 0805855033 (cloth : alk. paper)
041 ## - LANGUAGE CODE
Language English
042 ## - AUTHENTICATION CODE
Authentication code pcc
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 507.1
Edition number 22
Item number WIC
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Wickman, Per-Olof.
245 10 - TITLE STATEMENT
Title Aesthetic experience in science education :
Remainder of title learning and meaning-making as situated talk and action /
Statement of responsibility, etc Per-Olof Wickman.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc Mahwah, N.J. :
Name of publisher, distributor, etc Lawrence Erlbaum Associates,
Date of publication, distribution, etc 2006.
300 ## - PHYSICAL DESCRIPTION
Extent xv, 185 p. ;
Dimensions 24 cm.
440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE
Title Teaching and learning in science series
505 ## - FORMATTED CONTENTS NOTE
Title Contents: Preface. Beauty and the Beast. Part I: The Continuity of Experience. Distinctions and Continuity. Aesthetic Experience as Practical Epistemology. Part II: Aesthetic Experience in Science Class. Setting the Scene. Normative Continuity of Aesthetic Experience. Cognitive Continuity of Aesthetic Experience. Continuity of Aesthetic Experience. Transformation of Aesthetic Experiences. The Immediacy of Aesthetic Experiences. Part III: The Role of Aesthetic Experience in Science Education. Widening the Outlook. Educational Consequences. Coda.
520 ## - SUMMARY, ETC.
Summary, etc This book examines the role of aesthetic experience in learning science and in science education from the perspective of knowledge as action and language use. The theoretical underpinnings are based on the writings of John Dewey and Ludwig Wittgenstein. In their spirit aesthetics is examined as it appears in the lives of people and how it relates to the activities in which they are involved.<br/><br/>Centered around an empirical analysis of how students and their teachers use aesthetic language and acts during laboratory and field work, the book demonstrates that aesthetics is something that is constantly talked about in science class and that these aesthetic experiences are intimately involved in learning science. These empirical findings are related to current debates about the relation between aesthetics and science, and about motivation, participation, learning and socio-cultural issues in science education. This book features:<br/><br/>*an empirical demonstration of the importance and specific roles of aesthetic experiences in learning science;<br/><br/>*a novel contribution to the current debate on how to understand motivation, participation and learning; and<br/><br/>*a new methodology of studying learning in action.<br/><br/>Part I sketches out the theoretical concepts of Wickman's practical epistemology analysis of the fundamental role of aesthetics in science and science education. Part II develops these concepts through an analysis of the use of aesthetic judgments when students and teachers are talking in university science classes. Part III sums up the general implications of the theoretical underpinnings and empirical findings for teaching and learning science. Here Wickman expands the findings of his study beyond the university setting to K-8 school science, and explicates what it would mean to make science education more aesthetically meaningful.<br/><br/>Wickman's conclusions deal to a large extent with aesthetic experience as individual transformation and with people's prospects for participation in an activity such as science education. These conclusions have significance beyond science teaching and learning that should be of concern to educators generally. This book is intended for educational researchers, graduate students, and teacher educators in science education internationally, as well as those interested in aesthetics, philosophy of education, discourse analysis, socio-cultural issues, motivation, learning and meaning-making more generally.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Science
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Aesthetics.
856 41 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://www.loc.gov/catdir/toc/fy0602/2005041441.html">http://www.loc.gov/catdir/toc/fy0602/2005041441.html</a>
856 42 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://www.loc.gov/catdir/enhancements/fy0623/2005041441-d.html">http://www.loc.gov/catdir/enhancements/fy0623/2005041441-d.html</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Dewey Decimal Classification
Koha item type General Books
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc Includes bibliographical references (p. 167-175) and indexes.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
General subdivision Study and teaching.
856 41 - ELECTRONIC LOCATION AND ACCESS
Materials specified Table of contents only
856 42 - ELECTRONIC LOCATION AND ACCESS
Materials specified Publisher description
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Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Home library Location Shelving location Date of Cataloging Total Checkouts Full call number Barcode Date last seen Price effective from Koha item type
    Dewey Decimal Classification     Non-fiction CUTN Central Library CUTN Central Library Sciences 28/10/2024   507.1 WIC 50390 28/10/2024 28/10/2024 General Books