Learning Science Through Aesthetic Experience in Elementary School: Aesthetic Judgement, Metaphor and Art

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Jakobson, Britt,1951-Stockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik (författare)

Learning Science Through Aesthetic Experience in Elementary School : Aesthetic Judgement, Metaphor and Art

BokEngelska2008

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Stockholm :Institutionen för utbildningsvetenskap med inriktning mot matematik och naturvetenskap,2008
190 s.
electronicrdacarrier

Nummerbeteckningar

LIBRIS-ID:oai:DiVA.org:su-8160
ISBN:9789171556547
https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8160URI

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Språk:engelska
Sammanfattning på:engelska

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Anmärkningar

This thesis considers the role of aesthetic meaning-making in elementary school science learning. Children’s aesthetic experiences are traced through their use of aesthetic judgements, spontaneous metaphors and art activities. The thesis is based on four empirical studies: the first two examining children’s language use, i.e. the role of aesthetic judgements and the significance of spontaneous metaphors while learning science and the latter two dealing with how art activities mediate what elementary school children learn in science and what a variety of art activities with different purposes afford elementary school children to learn in science.The theoretical stance emanates from pragmatist theories and includes Dewey’s definition of an aesthetic experience, Wittgenstein’s later work on language-games, and socio-cultural perspectives. The analytic approach used is a practical epistemology analysis developed by Wickman and Östman. The empirical data consists of audio- and video recordings of elementary school children’s (aged 6–10 years) discussions in pairs or small groups during science lessons and photographs of children’s pictures, sculptures and poems from a total of 14 different elementary school classes.The main findings of the empirical studies show how aesthetic meaning-making is continuous with elementary school children’s scientific learning. The thesis shows how elementary school children’s aesthetic experiences are related to whole activities and are crucial for the direction that learning takes. Aesthetic experience is important in terms of how and what elementary school children learn aesthetically and normatively in science class, which has consequences for cognitive learning, the possibility of participating in science class and learning the genre of science. Moreover, it can be seen how children’s prior experiences are recurrently reconstructed and transformed through imaginative processes.

Ämnesord och genrebeteckningar

aesthetic experience
aesthetic judgement
art activities
continuity
Dewey
elementary school
imagination
learning
meaning-making
practical epistemology analysis
reconstruction
science
spontaneous metaphors
transformation
Wittgenstein.
NATURAL SCIENCES
NATURVETENSKAP
didaktik
Didactics

Biuppslag (personer, institutioner, konferenser, titlar ...)

Wickman, Per-Olof,ProfessorStockholms universitet,Institutionen för matematikämnets och naturvetenskapsämnenas didaktik (preses)
Schoultz, Jan,ProfessorLinköpings universitet (opponent)
Stockholms universitetInstitutionen för matematikämnets och naturvetenskapsämnenas didaktik (creator_code:org_t)

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Av författaren/redakt...: Jakobson, Britt, ...; Wickman, Per-Olo ...; Schoultz, Jan, P ...

Av lärosätet: Stockholms universitet

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