Abstract
The proposed pedagogical model and curriculum framework of the previous chapters lay out a program for individual curriculum units and a multiyear program. These need to be informed by a broader scheme that gives a sense of a how learning can be fostered and guided. I propose an alternative Paradigm to the current engineering approach to science education. The alternative Paradigm gives greater emphasis to the role of sensory experience and the role of aesthetics in learning science.
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Notes
- 1.
Peter Dow who worked with Zacharias suggests that this may not be a fair characterization of him. Zacharias seems to apply the engineering metaphor more to the delivery system of the materials than what a teaching situation might convey about scientific thinking. One of the projects that also sprung up in these early days was the Elementary Science Study that had advocates for a central role of the teacher.
- 2.
See the Web site assembled by Duit (2002) for an extensive list of these studies and student alternative conceptions.
- 3.
Original quote from Dewey taken from Biesta (1995), “Pragmatism as a Pedagogy of Communicative Action,” p. 111.
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Zubrowski, B. (2009). An Alternative Paradigm as a Basis for a Holistic Approach to Science Education. In: Exploration and Meaning Making in the Learning of Science. Innovations in Science Education and Technology, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2496-1_4
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