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Journal of Science Teacher Education

, Volume 21, Issue 7, pp 801–824 | Cite as

Teaching and Learning Science for Transformative, Aesthetic Experience

  • Mark GirodEmail author
  • Todd Twyman
  • Steve Wojcikiewicz
Article

Abstract

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

Keywords

Aesthetics Elementary Transformative experience Dewey Science Cognitive 

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Copyright information

© Springer Science+Business Media, B.V. 2010

Authors and Affiliations

  1. 1.Division of Teacher EducationWestern Oregon UniversityMonmouthUSA

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