Exploration and Meaning Making in the Learning of Science (eBook)

Innovations in Science Education and Technology 2
Title Page 3
Copyright Page 4
Acknowledgments 5
Contents 6
Introduction 12
Mountaineers, Rock Climbers, and Science Educators 12
The Need for a Holistic Approach to Science Education 13
Truncated Inquiry 14
Aesthetics, Play, and Metaphor 16
Technology in Addition to Nature 17
Practical Background 18
Structure of the Book 18
Terminology 19
Guided Inquiry 19
Genetic Curriculum 20
Phenomenon 20
Holistic Versus Humanistic 20
References 21
Chapter 1 22
Characteristics of a Genetic Approach to Curriculum Design 22
Mobiles and Balancing Toys 25
The First Activity 26
The Second Activity 27
The Third Activity 30
The Second Part – Balancing Objects Horizontally 32
The Overall Scheme of These Activities 33
Psychological Movements 34
Pedagogical Practices 35
Contextualizing the Object of Study 35
Archetypical Phenomena and Technological Artifacts 36
Multisensory Engagement 37
Empathy 37
Aesthetics 37
Exploration and Play 38
Models and Analogies 39
Philosophical Framework 40
Reference 40
Chapter 2 41
A Pedagogical Model for Guided Inquiry 41
Faraday and Maxwell – Models for Extended Inquiry 41
Case Study #1 – Michael Faraday 41
Multisensory Engagement 43
Visualizations 45
Explorations and Analogies 46
Thought Experiments 46
A Case Study in the Use of Analogies and Metaphors in Science 47
Case Study #2 47
Generative Metaphor 50
The Use of Analogies and Science Pedagogy 52
A Modified Pedagogical Model as a Developmental Progression 55
Phases of Inquiry 58
Exploratory Phase 59
Data Gathering and Experimental Phase 60
Meaning Making Phase 61
Modeling Phase 62
Extending the Inquiry with a Closely Related Phenomena 62
Relationship to the Learning Cycle Model 63
Cycles in Guided Inquiry 64
Theoretical Rationale 66
References 67
Chapter 3 69
A Grade 1–9 Curriculum Framework Composed of Archetypical Phenomena and Technological Artifacts 69
Scenario #1 69
Concrete Images in Scientific Thinking 73
Images as They are Related to Primary Processes and Paleologic Thinking 75
Key Symbols in Scientific Thinking 77
The Function of Key Symbols 80
The Relationship Between Key Symbols, Root Metaphors, and Pedagogical Archetypes 82
Affective Coherence in a Grades 1–9 Science Curriculum Framework 91
References 95
Chapter 4 97
An Alternative Paradigm as a Basis for a Holistic Approach to Science Education 97
Scenario #2 97
The Architect as One Model for Curriculum Design and Teaching 100
Portoghesi and the “Listening Architect” 101
Curriculum Design and Teaching as a Dialectical Process: An Alternate Paradigm 104
Engineering Versus Artist Paradigm 106
The Alternative Paradigm and Constructivism 109
Students Prior Knowledge and Conceptual Change 110
Pedagogical Practices for a Constructivist Approach to Teaching Science 113
Authenticity and Science Education 115
A Holistic Approach to Science Education – Meaning Making in the Broader Sense 117
References 122
Chapter 5 124
The Body Image and Feelings in Science Learning 124
Scenario #3 124
A Rationale for This Approach 127
The Body as Ultimate Image and Basis for Physical Intuition 128
Embodied Cognition 130
Metaphoric Projection and the Embodied Mind 131
Nonverbal Thinking and the Role of Emotions and Feelings in Learning 135
Emotions and Feelings 137
Body Image and Spatial Orientation 139
The Embodied Curriculum and a Holistic Education 142
References 144
Chapter 6 146
Sensory Understanding 146
Scenario #3 – Exploring with Siphon Bottles 146
Alternative Pedagogical Practices in Science Teaching 150
Scientific Imagination and the Role of Intuition 154
The Multimodal Imagination of Creative Scientists and Inventors 154
Nonverbal Thought: Vision and Its Relationship to the Other Senses 160
Thinking Without Language 161
Case Study #3 161
The Neurophysiology of Intuition 163
The Role of Vision in Exploring a Phenomenon 164
Visualism, Language, and Science Pedagogy 168
Authenticity in Science Education 173
References 177
Chapter 7 180
Movement in Explorations, Gestural Representations, and Communication 180
Scenario #4 180
Movement During Explorations 182
Movement in Communication – Hand Gestures and Thinking 187
Gesture and Talk 191
Gestures, Body Movement, and the Focusing of Attention 195
Expressive Movements and Expressive Stories 197
References 199
Chapter 8 201
Empathy 201
Scenario #5 201
The Art Experience and Empathy 204
The Relative Contributions of the Visual, Kinesthetic,and Tactile to Empathy 209
Intrinsically Interesting Phenomena and Archetypical Images 211
Difference/Distance and a Holistic Approach to Science Education 218
References 220
Chapter 9 222
Aesthetics in the Learning of Science 222
Scenario #6 222
Historical Examples of the Impact of Aesthetic Impulses on Scientific Thinking 227
A Broad Historical View 227
A Case Study of a Historical Period 229
Case Studies of Individual Scientists and Inventors 232
Shaping Experiences Aesthetically 234
Aesthetics in the Selection and Organizing of Science Curriculum Experiences 238
Choosing Aesthetically Interesting Phenomena 239
Aesthetics and Exploratory Behavior 241
Structuring a Sequence of Experiences to Have an Aesthetic Orientation 244
Representing Experiences with Aesthetics in Mind 245
Aesthetics in Conceptualizations 249
Aesthetics Experiences as a Model for Science Education Experiences 251
Aesthetic Experience as a Model for Holistic Science Education Experiences 253
References 257
Chapter 10 259
Play and Exploration in the Teaching and Learning of Science 259
Scenario #7 259
Conditions for Play: Play and Intrinsic Motivation 262
Conditions for Play – Frames and Contexts 268
The Boundaries of After-School Programming 269
The Boundaries of School Activities 270
Differentiating Play and Exploration 272
Exploration and Play During Different Time Intervals 276
The First Few Minutes 277
During a 45–50 Min Class Session 277
Over Multiple Sessions of an Extended Investigation 278
Over a 9-Year Period 281
Symbolic Play and Conceptual Change 282
Fusion, Empathy and the Anthropomorphic Involvementand Projection of Children and Adults 283
The Evolution of Generative Symbols 287
The Transitional Zone as the Primordial Play Situation – Role Model for a Holistic Science Education 291
The Transitional Zone and Conceptual Change 295
References 296
Chapter 11 298
Play and Variations in Explorations and Representations: The Stereoscopic Principle and Montage in the Design of Science Educa 298
Scenario #8 298
Collage and Visual Perception 302
Proust and Stereoscopic Vision 307
Goethe’s Alternative Approach to Understanding the Natural World 310
Goethe and Contemporary Science Education 312
Variable Exploration of Children 312
Science Curriculum and Exhibits Using Multiple Examples 314
Stretch a Bubble 314
Large Bubble Dome 315
Small Bubble Dome 315
Frame a Bubble 315
Bubble Cells 315
Bubble Writing 316
A Bubble Investigation in the Classroom 317
Juxtaposition of Phenomena 319
Analogies as Juxtapositions 320
References 323
Chapter 12 325
The Role of Metaphor, Models, and Analogies in Science Education 325
Scenario #9 325
Mile-Wide–Inch-Deep Versus Narrow Focus and In-Depth 328
Defining a Domain and Subdomains 330
Domain Specificity and the Learning of Analogies 332
Analogies Within Domains and Subdomains 334
Accessing Analogies 336
Models and Modeling 336
Simple Physical Models Related to Real Objects 338
Current Problems with Design Challenges 339
Time 339
Conflating Design and Inquiry 339
Visual Representations 341
Assessment 341
Visual Modeling 341
Visual Modeling Combining Hands-On Activities with the Use of a Computer 342
Modeling with Computers 344
The Modeling of the Particulate Nature of Matter 344
First or Second Grade – Dyes and Pigments 345
Third or Fourth Grade – Crystals 346
Sixth Grade – Salad Dressing Physics 346
Seventh Grade – Chromatography 347
Eighth Grade – Investigating Special Inks 347
Comparison Across Subdomains 348
Concluding Comments 350
References 352
Index 354