Drawing on the work of Dewey, we present a view of science education from the perspective of art and aesthetics. This perspective places a transformative, aesthetic experience at the forefront of educational objectives. Such experience involves the application of learning in everyday contexts, expansion of perception, and development of an increased interest in science ideas and aspects of the world illuminated by those ideas. We present a pedagogical model focused on fostering transformative, aesthetic experiences. This model involves two general categories of instructional methods: (a) methods of crafting ideas out of concepts, and (b) methods of modeling and scaffolding transformative, aesthetic experiences. We discuss how the methods comprising this pedagogical model relate to established science education methods.
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Pugh, K.J., Girod, M. Science, Art, and Experience: Constructing a Science Pedagogy From Dewey’s Aesthetics. J Sci Teacher Educ 18, 9–27 (2007). https://doi.org/10.1007/s10972-006-9029-0
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DOI: https://doi.org/10.1007/s10972-006-9029-0