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- Anderhag, Per, 1971-, et al.
(författare)
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Editorial : Disciplinary aesthetics
- 2024
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Ingår i: Frontiers in Education. - 2504-284X. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- Aesthetics concerns, on the one hand, people's feelings of pleasure and displeasure, and, on the other hand, the objects these feelings are directed to, that is, what people find beautiful or ugly (Wickman, 2006). Traditionally aesthetics and affect have been treated as separate from cognition and only rarely has it been studied how they are intertwined when learning a specific content (Wickman et al., 2021). However, recent situated and socio-culturally oriented research has begun to elucidate how aesthetics plays a key role for selection of content, what route learning takes in the classroom and for students' opportunities to develop an interest or taste for a specific school subject (e.g., Sinclair, 2006; Ainsworth and Bell, 2020; Wickman et al., 2021). This Research Topic compiles contributions from researchers examining these topics further.
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| 4. |
- Caiman, Cecilia, 1972-, et al.
(författare)
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A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education
- 2024
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Ingår i: Journal of Research in Science Teaching. - 0022-4308 .- 1098-2736.
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to introduce a methodology for analyzing the complex configurations emerging in students' speech and drawing activities, having consequences for how and what students learn and make meaning of in science. Accordingly, we launch a methodology to unfold the multidimensional communication as to deepen the analysis of the science epistemic discourse. We present an empirical account of students' explorations through different signs to demonstrate the construction of the methodology step-by-step. This methodology, a “seven-concept-assemblage,” is rooted in Dewey's pragmatism and Deleuze's experimentalism broadening teachers' and researchers' possibility to target students' science explorations and meaning-making crosscutting different domains. The methodology diminishes the risk of interpretation when grasping unspoken messages and meanings. Empirical data were collected in an elementary school exemplifying the methodology and consist of audio recordings, photographs, fieldnotes, and students' drawings. The result reveals that the methodology in use exposed what and how students explored and learned cognitively and aesthetically. Imagination fertilized the process throughout. Learning then is suggested as a transductive meaning-making process shaped through oral and pictorial relations—always from a purpose.
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| 5. |
- Caiman, Cecilia, et al.
(författare)
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Aesthetic experience and imagination in early elementary school science - a growth of 'Science-Art-Language-Game'
- 2022
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Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 44:5, s. 833-853
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Tidskriftsartikel (refereegranskat)abstract
- The purpose is to contribute knowledge to the field regarding the role of aesthetic experience when young students participate in intertwined science–art activities in science class. More precisely, we scrutinise how science suggestions are shaped in students’ processes of imagination when exploring animal’s ecology. Data corpus comprises audio recordings, photographs, drawings and field notes. The school is located in Sweden and the participating students were between 6 and 7 years old (Swedish grade 1). Seven students and their teacher participated in the study. The dialogues were analysed by means of a practical epistemology analysis (PEA), based on Dewey and the later Wittgenstein. In addition, the analytical term pictorial relation is launched to analyse the visual language exposed in students’ drawings. The results reveal that throughout the process, the young students in transaction with the contextual features, imagined suggestions and solutions to science-related issues. Facts and fiction, sense and nonsense blended when new solutions of pleasurable hiding-places for prey were aesthetically and imaginatively explored and designed. In addition, the students owned the problem throughout and developed agency, which resulted in novel science–art outcomes and the students’ communicative repertoire was extended when involved in intertwined dialogues and art activities.
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| 6. |
- Caiman, Cecilia, 1972-, et al.
(författare)
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Barns hållbarhetsfrågor i digitala och fysiska gränssnitt - transduktionskedja som ett didaktiskt verktyg
- 2023
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Ingår i: Utbildning och lärande. - 1653-0594. ; 17:4, s. 31-51
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we show empirically how preschool childrens’ creative, physical, and digital leaps, provide new perspectives concerning childrens’ engagement in ecology related questions in the domain of Sustainability Education. The metamorphosis of insects is explored by children digitally, embodied and 'hands-on', and the children move through the digital and analogue interfaces. Childrens’ embodied explorations through instant encounters with nature has an obvious place where the digital world and nature become intersected forming a whole. We introduce a transduction chain, a didactic design-theoretic analysis tool, which supports teachers and researchers to get to hold of childrens’ digital and analogue meaning-making sign use. We draw attention to the preschool children's contribution in the area, which is made visible through transduction processes. We do not yet have the answers to the complex questions of sustainability, implying the need of all citizens’ participation and contributions. In anthropocene, it is also important to strengthen agency processes by paying attention to children's own course of actions and proposals. In light of this study, preschool teachers need to provide rich opportunities where children can explore and process what is happening around them.
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| 7. |
- Caiman, Cecilia, et al.
(författare)
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Barns meningsskapande i ett projekt om biologisk mångfald och ekologi
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Tidskriftsartikel (refereegranskat)abstract
- Biodiversity loss is becoming an increasingly alarming issue that has significance in the discussion about young children's learning in science. This article, based on a pragmatic perspective, analyses a group of children and teachers when exploring animals in a preschool project concerning biodiversity. It examines the ways in which children create meaning of the content, the order in which the content emerges, and what impact teachers have on how the process develops. Initially, the results reveal that the organisms’ appearances and movements received morphological and physiological explanations. Further, the knowledge was gained profoundly in a manner which has similarities with ecological and evolutionary ways of explaining biological phenomena. The teachers’ utterances were few, but significant, by raising productive questions in close relation to what the children anticipated they embraced a listening approach.
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- Caiman, Cecilia, et al.
(författare)
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Didaktiska perspektiv på hållbar utveckling
- 2018
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Annan publikation (refereegranskat)abstract
- Kapitlet ger en introduktion till lärande i hållbar utveckling. Det görs genom att ge en bild av hur de komplexa och ämnesövergripande hållbarhetsfrågorna kan karaktäriseras. Kapitlet lägger vikt vid att diskutera och problematisera de viktiga frågorna, varför behövs en undervisning i hållbar utveckling, vad ska undervisningen innehålla samt hur ska den organiseras.
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| 10. |
- Caiman, Cecilia, 1972-, et al.
(författare)
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Elementary students’ ‘outdoor – digital’ explorations in ecology - learning through chains of transduction
- 2024
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Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 30:1, s. 83-100
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Tidskriftsartikel (refereegranskat)abstract
- This article illustrates a research project in a Swedish elementary school where young students are engaged in a project on ecology. Species, digital resources and nature contribute to place-based exploration of ecological issues, relevant in learning for sustainability. Since children grow up in a digital era, their meaning-making is transversed by oral, digital and physical modes. By launching the terms relations, gaps, stand fast and chain of transduction as an analytical apparatus and connecting video ethnography to pragmatic theory and multimodal analysis, we contribute to the body of knowledge on students’ participation and meaning-making featured in digital and physical representations. Specifically, ecological and sustainability learning takes place in the transduction displaying students’ drawings, texts, digital images and biological arrangements. The article concludes with several education concerns: the teacher’s responsibility in supporting agency-processes, the growth of ecological literacy in a blurred ‘digital-ecology’ environment and the educational need to support students’ attachments and care for the living and nonliving.
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