| Abstract: | This essay outlines the potential role for Kieran Egan’s (1990 Egan K (1990) Romantic understanding Chicago University of Chicago Press Google Scholar]) notion of “romantic understanding” in science education. A summary of conventional approaches to science education is followed by a detailed analysis of the implications that romantic understanding may have for the science curriculum, teaching and student learning. In particular the relationship between teaching scientific concepts versus scientific ideas is discussed as well as the possible role in science teaching of inspiration, anticipation, and aesthetic understanding. |
