Teaching and Learning Science for Transformative, Aesthetic Experience |
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Authors: | Mark Girod Todd Twyman and Steve Wojcikiewicz |
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Institution: | (1) Division of Teacher Education, Western Oregon University, Monmouth, OR 97361, USA |
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Abstract: | Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic
experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was
used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including
three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning
science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after,
and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring,
learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences
learn to see the world differently and find more interest and excitement in the world outside of school. |
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Keywords: | |
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