1st Edition
Aesthetics, Affect, and Making Meaning in Science Education
Overview
Debora Marchak, Ron Blonder, and Gail Jones
1. Aesthetics, affect, and making meaning in science education: an introduction
Per-Olof Wickman, Vaughan Prain and Russell Tytler
2. Addressing methodological challenges in research on aesthetic dimensions to classroom science inquiry
Vaughan Prain, Joseph Paul Ferguson and Per-Olof Wickman
3. Supporting aesthetic experience of science in everyday life
Leslie Atkins Elliot
4. The role of aesthetics in learning science in an art-science lesson
Shelley Hannigan, Per-Olof Wickman, Joseph Paul Ferguson, Vaughan Prain and Russell Tytler
5. How does a science teacher distinguish himself as a good professional? An inquiry into the aesthetics of taste for teaching
Paulo Lima Junior, Per Anderhag and Per-Olof Wickman
6. Aesthetic experience and imagination in early elementary school science – a growth of ‘Science-Art-Language-Game’
Cecilia Caiman and Britt Jakobson
7. Aesthetics and STEAM education: the case of Korean STEAM curricula at the art high school
Kongju Mun
8. The role of aesthetics in the teaching and learning of data modelling
Joseph Paul Ferguson, Russell Tytler and Peta White
Biography
Per-Olof Wickman is Emeritus Professor in Science Education at Stockholm University. His interests include (1) developing conceptual models assisting teachers in planning, analysing, designing and assessing science teaching and learning, (2) exploring how communication and discourse can be organized to support interest and learning, and (3) understanding conditions for professional development.
Vaughan Prain is Professor in Education with a research focus on student multimodal learning in science and teacher professional learning to support this process.
Russell Tytler is Deakin Distinguished Professor of Science Education at Deakin University. He researches student reasoning and learning through the multimodal languages of science, socio scientific issues and reasoning, school-community partnerships, STEM curriculum policy and practice, teacher professional learning, climate change education.
