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: Michiel van Eijck
Publisher: Springer Science & Business Media
ISBN: 9400753926
Category : Science
Languages : en
Pages : 259
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Book Description
Researchers agree that schools construct a particular image of science, in which some characteristics are featured while others end up in oblivion. The result is that although most children are likely to be familiar with images of heroic scientists such as Einstein and Darwin, they rarely learn about the messy, day-to-day practice of science in which scientists are ordinary humans. Surprisingly, the process by which this imagination of science in education occurs has rarely been theorized. This is all the more remarkable since great thinkers tend to agree that the formation of images — imagination — is at the root of how human beings modify their material world. Hence this process in school science is fundamental to the way in which scientists, being the successful agents in/of science education, actually create their own scientific enterprise once they take up their professional life. One of the first to examine the topic, this book takes a theoretical approach to understanding the process of imagining science in education. The authors utilize a number of interpretive studies in both science and science education to describe and contrast two opposing forces in the imagination of science in education: epicization and novelization. Currently, they argue, the imagination of science in education is dominated by epicization, which provides an absolute past of scientific heroes and peak discoveries. This opens a distance between students and today’s scientific enterprises, and contrasts sharply with the wider aim of science education to bring the actual world of science closer to students. To better understand how to reach this aim, the authors offer a detailed look at novelization, which is a continuous renewal of narratives that derives from dialogical interaction. The book brings together two hitherto separate fields of research in science education: psychologically informed research on students’ images of science and semiotically informed research on images of science in textbooks. Drawing on a series of studies in which children participate in the imagination of science in and out of the classroom, the authors show how the process of novelization actually occurs in the practice of education and outline the various images of science this process ultimately yields.
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: Joy Whitton
Publisher: Routledge
ISBN: 1351612476
Category : Education
Languages : en
Pages : 208
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Book Description
Imagination and creative teaching approaches are increasingly important across all higher education disciplines, not just the arts. Investigating the role of imagination in teaching and learning in non-arts disciplines, this book argues that a lack of clarity about what imagination looks like in higher education impedes teachers in fostering their students’ creativity. Fostering Imagination in Higher Education tells four ethnographic stories from physics, history, finance and pharmaceutical science courses, analytically observing the strategies educators use to encourage their students’ imagination, and detailing how students experience learning when it is focussed on engaging their imagination. The highly original study is framed by Ricoeur’s work on different forms of imagination (reproductive and productive or generative). It links imaginative thinking to cognitive science and philosophy, in particular the work of Clark, Dennett and Polanyi, and to the mediating role of disciplinary concepts and social-cultural practices. The author’s discussion of models, graphs, strategies and artefacts as tools for taking learners’ thinking forward has much to offer understandings of pedagogy in higher education. Students in these case studies learned to create themselves as knowledge producers and professionals. It positioned them to experience actively the constructed nature of the knowledge and processes they were learning to use – and the continuing potential of knowledge to be remade in the future. This is what makes imaginative thinking elemental to the goals of higher education.
Author: Krystina Madej
Publisher: Cambridge Scholars Publishing
ISBN: 1443818224
Category : Education
Languages : en
Pages : 240
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Book Description
Imagination is the Source of Creativity and Invention This series of essays has been collected expressly to bring readers new ideas about imagination and creativity in education that will both stimulate discussion and debate and also contribute practical ideas for how to infuse our daily classrooms with imaginative activities. In a world that values creative innovation, it is distressing that our schools are dominated by an educational paradigm that pays too little attention to engaging the imagination and emotions of students in the curriculum and the worlds challenges that the curriculum is designed to prepare students to meet. The ability of children to think creatively, to be innovative, enterprising, and capable, depends greatly on providing a rich imagination-based educational environment. It is only when we consider the imagination a vital component of our lives and one of the great workhorses of learning that we recognize the importance of adding the imaginative to the study of the affective, cognitive, and physical modes of our development. Doing so fills a gap that has led to incomplete accounts of childrens development, their subsequent learning needs, and indeed, how to fulfill these needs in educational environments. This discussion, about the importance of imagination and creativity in education, has been taken up by researchers and educators around the world. It is represented here by writings from authors from Brazil, Canada, China, Denmark, Italy, Israel, Japan, and Romania. In the first part of this book these authors explore and discuss theories of development, imagination, and creativity. In the second part they extend these theories to broader social issues such as responsible citizenship, gender, and special needs education, to new approaches to curriculum subjects such as literacy, science, and mathematics, and to the educational environment of the museum.
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: Timothy Leonard
Publisher: Springer Science & Business Media
ISBN: 1402083505
Category : Education
Languages : en
Pages : 273
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Book Description
I have long admired the mythopoetic tradition in curriculum studies. That admiration followed from my experience as a high-school teacher of English in a wealthy suburb of New York City at the end of the 1960s. A “dream” job—I taught four classes of 15–20 students during a nine-period day—in a “dream” suburb (where I could afford to reside only by taking a room in a retired teacher’s house), many of these often Ivy-League-bound students had everything but meaningful lives. This middle-class, Midwestern young teacher was flabbergasted. In one sense, my academic life has been devoted to understanding that searing experience. Matters of meaning seemed paramount in the curriculum field to which Paul Klohr introduced me at Ohio State. Klohr assigned me the work of curriculum theorists such as James B. Macdonald. Like Timothy Leonard (who also studied with Klohr at Ohio State) and Peter Willis, Macdonald (1995) understood that school reform was part of a broader cultural and political crisis in which meaning is but one casualty. In the mythopoetic tradition in curriculum studies, scholars labor to understand this crisis and the conditions for the reconstruction of me- ing in our time, in our schools.
Author: Richard Gunstone
Publisher: Springer
ISBN: 9789400721494
Category : Science
Languages : en
Pages : 1120
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Book Description
The Encyclopedia of Science Education provides a comprehensive international reference work covering the range of methodologies, perspectives, foci, and cultures of this field of inquiry, and to do so via contributions from leading researchers from around the globe. Because of the frequent ways in which scholarship in science education has led to developments in other curriculum areas, the encyclopedia has significance beyond the field of science education. The Encyclopedia of Science Education is aimed at graduate students, researchers, developers in science education and science education research. The topics to be covered encompass all areas of science education and it includes biographical entries on science educators, as well as educators whose work has had an impact on science education as a research field.
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: Susan Florio-Ruane
Publisher: Routledge
ISBN: 113568944X
Category : Education
Languages : en
Pages : 308
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Book Description
Making culture a more central concept in the texts and contexts of teacher education is the focus of this book. It is a rich account of the author's investigation of teacher book club discussions of ethnic literature, specifically ethnic autobiography--as a genre from which teachers might learn about culture, literacy, and education in their own and others' lives, and as a form of conversation and literature-based work that might be sustainable and foster teachers' comprehension and critical thinking. Dr. Florio-Ruane's role in the book clubs merged participation and inquiry. For this reason, she blends personal narrative with analysis and description of ways she and the book club participants explored culture in the stories they told one another and in their responses to published autobiographies. She posits that autobiography and conversation may be useful for teachers not only in constructing their own learning about culture, but also, by doing so, in participating in the transformation of learning within the teaching profession.
