000			04274cam a22003374a 4500
003			CUTN
005			20241028162053.0
008			050315s2006 nju b 001 0 eng
020			_a0805855033 (cloth : alk. paper)
041			_aEnglish
042			_apcc
082	0	0	_a507.1 _222 _bWIC
100	1		_aWickman, Per-Olof.
245	1	0	_aAesthetic experience in science education : _blearning and meaning-making as situated talk and action / _cPer-Olof Wickman.
260			_aMahwah, N.J. : _bLawrence Erlbaum Associates, _c2006.
300			_axv, 185 p. ; _c24 cm.
440		0	_aTeaching and learning in science series
504			_aIncludes bibliographical references (p. 167-175) and indexes.
505			_tContents: 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			_aThis 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. 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: *an empirical demonstration of the importance and specific roles of aesthetic experiences in learning science; *a novel contribution to the current debate on how to understand motivation, participation and learning; and *a new methodology of studying learning in action. 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. 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	_aScience
650		0	_aAesthetics.
650		0	_xStudy and teaching.
856	4	1	_uhttp://www.loc.gov/catdir/toc/fy0602/2005041441.html
856	4	2	_uhttp://www.loc.gov/catdir/enhancements/fy0623/2005041441-d.html
856	4	1	_3Table of contents only
856	4	2	_3Publisher description
906			_a7 _bcbc _corignew _d1 _eocip _f20 _gy-gencatlg
942			_2ddc _cBOOKS
999			_c43803 _d43803