Incorporating Poeticality into the Teaching of Physics |
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Authors: | Panagiotis Pantidos Konstantinos Ravanis Kostas Valakas Evangelos Vitoratos |
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Affiliation: | 1. Department of Early Childhood Education, Aristotle University of Thessaloniki, 54124, Thessaloníki, Greece 2. Department of Educational Sciences and Early Childhood Education, University of Patras, 26500, Rion-Patras, Greece 3. Department of Philosophy, University of Patras, 26500, Rion-Patras, Greece 4. Department of Physics, University of Patras, 26500, Rion-Patras, Greece
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Abstract: | This study examines how focusing on the notion of ‘poeticality’ (poetical forms) can provide functional insights with respect to the narrativeness of physics teaching. From this perspective, through both a meaning-making and aesthetic approach, this article explores how vehicles such as verse and rhetorical figures—metaphor, irony, litotes, hyperbole, antithesis and paradox—can create written and oral texts for the teaching of physics, using a language with poetic significance. This standpoint exists in parallel with an increasingly acknowledged fact in the field of science education, i.e., that the context and particularly the modes of representation potentially affect students’ comprehension. In this way, science education is allowed to escape the dominance of the cognitive paradigm and to concentrate on the study of students’ conceptualisations in relation to the modalities used to shape meanings. |
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