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Exploration and Meaning Making in the Learning of Science

  • Book
  • © 2009

Overview

Authors:
  1. Bernard Zubrowski
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  • Addresses issues that are infrequently considered in science education
  • Discusses the relationship between affect and cognition in learning science concepts
  • Gives special attention to the role of aesthetics in science education
  • Gives specific examples of how characteristics of aesthetics and play can be used to structure science curriculum design

Part of the book series: Innovations in Science Education and Technology (ISET, volume 18)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-xxii
    Download chapter PDF

  2. Characteristics of a Genetic Approach to Curriculum Design

    • Bernard Zubrowski
    Pages 1-19

  3. A Pedagogical Model For Guided Inquiry

    • Bernard Zubrowski
    Pages 21-48

  4. A Grade 1–9 Curriculum Framework Composed of Archetypical Phenomena and Technological Artifacts

    • Bernard Zubrowski
    Pages 49-76

  5. An Alternative Paradigm as a Basis for a Holistic Approach to Science Education

    • Bernard Zubrowski
    Pages 77-103

  6. The Body Image and Feelings in Science Learning

    • Bernard Zubrowski
    Pages 105-126

  7. Sensory Understanding

    • Bernard Zubrowski
    Pages 127-160

  8. Movement in Explorations, Gestural Representations, and Communication

    • Bernard Zubrowski
    Pages 161-181

  9. Empathy

    • Bernard Zubrowski
    Pages 183-203

  10. Aesthetics in the Learning of Science

    • Bernard Zubrowski
    Pages 205-241

  11. Play and Exploration in the Teaching and Learning of Science

    • Bernard Zubrowski
    Pages 243-281

  12. Play and Variations in Explorations and Representations: The Stereoscopic Principle and Montage in the Design of Science Educational Experiences

    • Bernard Zubrowski
    Pages 283-309

  13. The Role of Metaphor, Models, and Analogies in Science Education

    • Bernard Zubrowski
    Pages 311-339

  14. Back Matter

    Pages i-xxii
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Keywords

About this book

Mountaineers, Rock Climbers, and Science Educators Around the 1920s, rock climbing separated from mountaineering to become a separate sport. At that time European climbers developed new equipment and techniques, enabling them to ascend mountain faces and to climb rocks, which were considered unassailable up to that time. American climbers went further by expanding and improving on the equipment. They even developed a system of quantification where points were given for the degree of difficulty of an ascent. This system focused primarily on the pitch of the mountain, and it even calculated up to de- mals to give a high degree of quantification. Rock climbing became a technical system. Csikszentmihaly (1976) observed that the sole interest of rock climbers at that time was to climb the rock. Rock climbers were known to reach the top and not even glance around at the scenery. The focus was on reaching the top of the rock. In contrast, mountaineers saw the whole mountain as a single “unit of perc- tion. ” “The ascent (to them) is a gestalt including the aesthetic, historical, personal and physical sensations” (Csikszentmihaly, 1976, p. 486). This is an example of two contrasting approaches to the same kind of landscape and of two different groups of people. Interestingly, in the US, Europe, and Japan a large segment of the early rock climbers were young mathematicians and theoretical physicists, while the mountaineers were a more varied lot.

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