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Author: Yannis Hadzigeorgiou
Publisher: Springer
ISBN: 3319295268
Category : Science
Languages : en
Pages : 298
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Book Description
This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative/creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of ‘romantic understanding’, and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of ‘aesthetic experience’, and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, ‘wonder-full’ science), reviews the existing empirical evidence regarding its role in the learning process, and points out its implications for pedagogy and instructional practices. Examples from physical science illustrating its implementation in the classroom are also discussed. In distinguishing between ‘participation in a science activity’ and ‘engagement with science ideas per se’, the book emphasizes the central role of imaginative engagement with science content knowledge, and thus the potential of the recommended imaginative approaches to attract students to the world of science.
Author: Yannis Hadzigeorgiou
Publisher: Springer
ISBN: 3319295268
Category : Science
Languages : en
Pages : 298
Get Book Here
Book Description
This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative/creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of ‘romantic understanding’, and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of ‘aesthetic experience’, and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, ‘wonder-full’ science), reviews the existing empirical evidence regarding its role in the learning process, and points out its implications for pedagogy and instructional practices. Examples from physical science illustrating its implementation in the classroom are also discussed. In distinguishing between ‘participation in a science activity’ and ‘engagement with science ideas per se’, the book emphasizes the central role of imaginative engagement with science content knowledge, and thus the potential of the recommended imaginative approaches to attract students to the world of science.
Author: Robert Lake
Publisher: IAP
ISBN: 1623962676
Category : Education
Languages : en
Pages : 162
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Book Description
A Curriculum of Imagination in an Era of Standardization In A Curriculum of Imagination in an Era of Standardization: An Imaginative Dialogue with Maxine Greene and Paulo Freire, a volume in Landscapes of Education [Series Editors: William H. Schubert, University of Illinois at Chicago & Ming Fang He, Georgia Southern University], Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop capacity with the readers to look beyond the taken-for-granted, to question the normal, to develop various ways of knowing, seeing, feeling, and to imagine and act upon possibilities for positive social and educational change. The principal aspect of the work illustrated in this book that distinguishes it from other work is that an “imaginary” dialogue between Maxine Greene and Paulo Freire runs through the book using actual citations from their work. Each chapter starts with such a dialogue interspersed with the works of others and the author’s critical autobiographical reflections. With a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author explores some of the current iterations of imagination including the eugenics movement and “dark” imagination, sensing gaps and creative/critical imagination, metaphors as the language of imagination and empathy as social imagination. Reflecting upon emerging tensions, challenges, and possibilities curriculum workers face in such an era of standardization, the author calls for a curriculum of imagination. After providing a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author looks at some of the current iterations of imagination, including the eugenics movement and “dark” imagination, sensing gaps and creative/critical imagination, metaphors as the language of the imagination, and empathy as social imagination. All of these ideas are then incorporated in a curriculum of imagination that is envisioned through Joseph Schwab’s four commonplaces of curriculum followed by a discussion of emerging tensions, issues and possibilities for praxis and scholarship in present and future inquiry.
Author: Kieran Egan
Publisher: Routledge
ISBN: 1134523629
Category : Education
Languages : en
Pages : 143
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Book Description
Young people learn most readily when their imaginations are engaged and teachers teach most successfully when they are able to see their subject matter from their pupils' point of view. It is, however, difficult to define imagination in practice and even more difficult to make full use of its potential. In this original and stimulating book, Kieran Egan, winner of the prestigous Grawemeyer award for education in 1991, discusses what imagination really means for children and young people in the middle years and what its place should be in the midst of the normal demands of classroom teaching and learning. Egan uses a bright and witty style to move from a brief history of the ways in which imagination has been regarded over the years, through a general discussion of the links between learning and imagination. A selection of sample lesson plans show teachers how they can encourage effective learning through stimulating pupils' imaginations in a variety of curriculum areas, including maths, science, social studies and language work.
Author: Maxine Greene
Publisher: John Wiley & Sons
ISBN: 0787952915
Category : Education
Languages : en
Pages : 247
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Book Description
"This remarkable set of essays defines the role of imagination in general education, arts education, aesthetics, literature, and the social and multicultural context.... The author argues for schools to be restructured as places where students reach out for meanings and where the previously silenced or unheard may have a voice. She invites readers to develop processes to enhance and cultivate their own visions through the application of imagination and the arts. Releasing the Imagination should be required reading for all educators, particularly those in teacher education, and for general and academic readers." —Choice "Maxine Greene, with her customary eloquence, makes an impassioned argument for using the arts as a tool for opening minds and for breaking down the barriers to imagining the realities of worlds other than our own familiar cultures.... There is a strong rhythm to the thoughts, the arguments, and the entire sequence of essays presented here." —American Journal of Education "Releasing the Imagination gives us a vivid portrait of the possibilities of human experience and education's role in its realization. It is a welcome corrective to current pressures for educational conformity." —Elliot W. Eisner, professor of education and art, Stanford University "Releasing the Imagination challenges all the cant and cliché littering the field of education today. It breaks through the routine, the frozen, the numbing, the unexamined; it shocks the reader into new awareness." —William Ayers, associate professor, College of Education, University of Illinois, Chicago
Author: James McKernan
Publisher: Routledge
ISBN: 1134124708
Category : Education
Languages : en
Pages : 291
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Book Description
Curriculum and Imagination describes an alternative ‘process’ model for designing developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure. This comprehensive and authoritative book: offers a practical and theoretical plan for curriculum-making without objectives shows that a curriculum can be best planned and developed at school level by teachers adopting an action research role complements the spirit and reality of much of the teaching profession today, embracing the fact that there is a degree of intuition and critical judgement in the work of educators presents empirical evidence on teachers’ human values. Curriculum and Imagination provides a rational and logical alternative for all educators who plan curriculum but do not wish to be held captive by a mechanistic ‘ends-means’ notion of educational planning. Anyone studying or teaching curriculum studies, or involved in education or educational planning, will find this important new book fascinating reading.
Author: David I. Smith
Publisher: Wm. B. Eerdmans Publishing
ISBN: 1467444103
Category : Religion
Languages : en
Pages : 256
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Book Description
This book offers an energizing Christian vision for the art of teaching. The authors — experienced teachers themselves — encourage teacher-readers to reanimate their work by imagining it differently. David Smith and Susan Felch, along with Barbara Carvill, Kurt Schaefer, Timothy Steele, and John Witvliet, creatively use three metaphors — journeys and pilgrimages, gardens and wilderness, buildings and walls — to illuminate a fresh vision of teaching and learning. Stretching beyond familiar clichés, they infuse these metaphors with rich biblical echoes and theological resonances that will inform and inspire Christian teachers everywhere.
Author: Sean Blenkinsop
Publisher: Cambridge Scholars Publishing
ISBN: 1443803707
Category : Education
Languages : en
Pages : 230
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Book Description
This collection of essays from scholars in eleven countries, centres upon the theory and practice of the use of imagination in education. By bringing together studies covering a wide range of subject matter we trust that the reader will have the opportunity to appreciate both the diversity within the field and the significance of the topics discussed. We hope too that readers will find connections to their own areas of study. The 13 essays present distinct yet converging points of view, whether it be a discussion of the imagination as a virtue, the use of imagination as a means to improve aboriginal education in Northern Canada, or the description of a museum in Brazil in which the imagination of the child is central to the project. Separately, each of the papers identifies and explores a distinct aspect of Imaginative Education; together, they begin to define the breadth and richness of the field. These essays have been selected from papers presented over a period of several years to research symposiums in imagination and education held every summer in Vancouver, Canada under the auspices of the Imaginative Education Research Group in the Faculty of Education at Simon Fraser University.
Author: Kieran Egan
Publisher:
ISBN: 9781920963941
Category : Cognition in children
Languages : en
Pages : 20
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Book Description
Author: Karen Goldman
Publisher:
ISBN: 9781524943721
Category :
Languages : en
Pages :
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Book Description
Author: Rick Ayers
Publisher: Teachers College Press
ISBN: 0807772860
Category : Education
Languages : en
Pages : 161
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Book Description
Rick and William Ayers renew their challenge to teachers to teach initiative, to teach imagination, to “teach the taboo” in the new edition of this bestseller. Drawing from a lifetime of deep commitment to students, teaching, and social justice, the authors update their powerful critique of schooling and present classroom stories of everyday teachers grappling with many of today’s hotly debated issues. They invite educators to live a teaching life of questioning—to imagine classrooms where every established and received bit of wisdom, common sense, orthodoxy, and dogma is open for examination, interrogation, and rethinking. Teaching the Taboo, Second Edition is an insightful guide to effective pedagogy and essential reading for anyone looking to evolve as an educator. What’s new for the second edition of Teaching the Taboo! A deeper exploration of issues of white privilege and racism and war and peace. A more thorough examination of the problems with math and science education, including possible solutions. An expanded exploration of the importance of creative writing for validating individual and community experiences. A more thorough discussion of Freire’s work and comparison to the radical teaching projects of African American activists in the south during the Freedom Schools. An in-depth look at how students can be part of co-constructing historical narratives and analyses. An update on school struggles in Atlanta, Chicago, and Seattle. Praise for the first edition of Teaching the Taboo! “For those frustrated by the thrust of educational 'reform'…this book provides what can be described as both a challenge and a set of alternatives.” —Education Review “Drawing from a lifetime of deep thinking about education and courageous commitment to precious students, Rick and William Ayers have given us a marvelous book. Their devastating critique of the pervasive market models in education and their powerful defense of democratic forms of imagination in schools are so badly needed in our present-day crisis!” —Cornel West, Princeton University “Teaching the Taboo is provocative, challenging, funny in places, wild but sensible enough to be useful, inspiring, and practical for educators who are working to negate the educational madness that is infecting the schools.” —Herb Kohl, author of 36 Children and Painting Chinese Rick Ayers is a university instructor and founder of the Communication Arts and Sciences small school at Berkeley High School, and teaches at the University of San Francisco. William Ayers is a school reform activist and a Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago.
