1,721,132 research outputs found
Competences, from within and without: new challenges and possibilities for scientific literacy
No full textThe direction for scientific literacy and research I pursued in my initial summary has obvious relations to the thrust of the language-oriented summaries of Gregory Kelly, Isobel Martins, Troy Sadler, and Dana Zeidler. Several less direct relations to other summaries have also emerged. For example, Jennifer Case's suggestion that students would be better prepared for university studies in science-based fields if they had acquired the discourse of their new communities, made me aware that the research into the teaching of scientific competencies (discourses) that I am promoting may, indeed, bridge Douglas Roberts' two visions of SL.\ud
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In order to highlight the sources that have led to the press for the teaching and learning of generic competences compared with the scientific competences that are now being associated with SL, I was unable in this short summary to include the issue of the place of affect in scientific literacy –an issue the urgency of which, for most of our countries, transcends the debates about the more cognitive aspects of SL. To my surprise, only Jonathan Osborne and Svein Sjoberg make any mention of interest in, and support for science and none of us have referred to SL as including personal and social responsibility for science and technology
Skating in a life context: examining the significance of aesthetic experience in sport using practical epistemology analysis
No full textThe purpose of this article is to suggest and illustrate a methodological approach for studies of learning in physical education (PE) and sport pedagogy in order to investigate and clarify the relation between how people learn and the settings or context in which they learn. Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with a focus on aesthetic judgements is suggested as a way of developing a valuable approach for investigating situated learning. The approach is illustrated by an analysis of a biographical story written by the English author Jenny Diski. As can be seen from the illustration, the significance of aesthetic experience for learning is visible when an author tells us about skating as a child. By using PEA to examine aesthetic experience-operationalised through the aesthetic judgements the author includes in the story-we can shed light on the relation between the skater and the situation in which skating takes place. The fact that aesthetic judgements are used by the author normatively to decide what is to be included and excluded in skating, and also that aesthetic judgements are used to make relations between the skater and her life as a whole, facilitates an exploration of the relation between the sports learner and the life situation in which learning is situated.</p
Transformation through language use : Children's spontaneous metaphors in elementary school science
No full textThis article examines the role elementary school children's spontaneous metaphors play in learning science. The data consists of tape recordings of about 25 h from different schools. The material is analysed using a practical epistemology analysis and by using Dewey's ideas on the continuity and transformation of experience. The results show the rich and varied meanings that children put into their spontaneous metaphors. Their metaphors deal with facts as well as norms and aesthetics in relation to the science content taught and they influence learning both through what is made salient, as well as through their relations to the children's possibilities of proceeding with their undertakings. Often one and the same metaphor encompassed all these cognitive, aesthetic and normative aspects at the same time. It is discussed how this rich meaning can be cultured in a productive way, and how the children's spontaneous metaphors, with all their relations, can be used to enhance conceptual learning and also learning about the nature of metaphor use in science. Through their connection with various experiences of the children, it is also shown how children's spontaneous metaphors have the potential to enliven and humanise the subject
Aesthetics, affect, and making meaning in science education : An introduction
No full textThis 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
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