The roles of aesthetic experience in elementary school science

Research in Science Education

Volumn 38, Issue 1, 2008, Pages 45-65

  Jakobson, Britt ^a   Wickman, Per Olof ^a  

^a STOCKHOLM UNIVERSITY   (Sweden)

Author keywords

Aesthetic experience; Dewey; Elementary school; Science learning

Indexed keywords

EID: 38049136423     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/s11165-007-9039-8     Document Type: Article

References (33)

1. Alsop, S., & Watts, M. (2003). Science education and affect. International Journal of Science Education, 25, 1043-1047.
2. Bloom, J. D. (1992). The development of scientific knowledge in elementary school children: A context of meaning perspective. Science Education, 76, 399-413.
3. Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. London: Routledge.
4. Brickhouse, N. W., Lowery, P., & Schultz, K. (2000). What kind of a girl does science? The construction of school science identities. Journal of Research in Science Teaching, 37, 441-458.
5. Cobern, W. W., & Aikenhead, G. S. (1998). Cultural aspects of learning science. Dordrecht, The Netherlands: Kluwer.
6. Dewey, J. (1934/1980). Art as experience. New York: Perigee Books.
7. Dewey, J. (1938/1997). Experience & education. New York: Touchstone.
8. Gardner, H. (1971). Problem-solving in the arts and sciences. Journal of Aesthetic Education, 5, 93-113.
9. Girod, M., & Wong, D. (2002). An aesthetic (Deweyan) perspective on science learning: Case studies of three fourth grades. The Elementary School Journal, 102, 199-224.
10. Jakobson, B., & Wickman, P.-O. (2007). Transformation through language use: Children's spontaneous metaphors in elementary school science. Science & Education (in press).
11. Lave, J. (1996). The practice of learning. Cambridge, UK: Cambridge University Press.
12. Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38, 296-316.
13. Lidar, M., Lundqvist, E., & Östman, L. (2006). Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology. Science Education, 90, 148-163.
14. McClure, A. A., & Zitlow, C. S. (1991). Not just the facts: Aesthetic response in elementary content area studies. Language Arts, 68, 27-33.
15. Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead, UK: Open University Press.
16. Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86, 548-571.
17. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accomodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
18. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford, UK: Oxford University Press.
19. Root-Bernstein, R. S. (1989). Discovering. Cambridge, MA: Harvard University Press.
20. Roth, W.-M., & Lucas, K. B. (1997). From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge. Journal of Research in Science Teaching, 34, 145-179.
21. Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology and educational theory and practice (pp. 147-176). Albany, NY: State University of New York Press.
22. Szybek, P. (1999). Staging science. Some aspects of the production and distribution of science knowledge. Unpublished doctoral dissertation, Lund University, Lund, Sweden.
23. Säljö, R., & Bergqvist, K. (1997). Seeing the light: Discourse and practice in the optics lab. In L. B. Resnick, R. Säljo7die;, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools, and reasoning: Essays on situated cognition (pp. 385-405). Berlin, Germany: Springer.
24. Tauber, A. I. (Ed.) (1996). The elusive synthesis: Aesthetics and science. Dordrecht, The Netherlands: Kluwer.
25. Wertsch, J. V. (1995). The need for action in sociocultural research. Cambridge, UK: Cambridge University Press.
26. West, L. H. T., & Pines, A. L. (1983). How "rational" is rationality? Science Education, 67, 37-39.
27. Wickman, P.-O. (2004). The practical epistemologies of the classroom: A study of laboratory work. Science Education, 88, 325-344.
28. Wickman, P.-O. (2006). Aesthetic experience in science education: Learning and meaning-making as situated talk and action. Mahwah, NJ: Erlbaum.
29. Wickman, P.-O., & Östman, L. (2002a). Learning as discourse change: A sociocultural mechanism. Science Education, 86, 601-623.
30. Wickman, P.-O., & Östman, L. (2002b). Induction as an empirical problem: How students generalize during practical work. International Journal of Science Education, 24, 465-486.
31. Wittgenstein, L. (1966). Lectures and conversations on aesthetics, psychology and religious belief. Oxford, UK: Blackwell.
32. Wittgenstein, L. (1967). Philosophical investigations. Oxford, UK: Blackwell.
33. Wong, D., Pugh, K., & the Dewey Ideas Group at Michigan State University. (2001). Learning science: A Deweyan perspective. Journal of Research in Science Teaching, 38, 317-336.