Doing phenomenology in science education: a research review

Østergaard, Edvin; Dahlin, Bo; Hugo, Aksel

doi:10.1080/03057260802264081

Cited by 79 publications

(39 citation statements)

References 33 publications

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“…Schools could alternatively be about encouraging imagination and creativity, something that Steiner education (Waldorf schooling) has long promoted. This aims to cultivate a sense of the "meaningful wholeness of nature; a wholeness from which the human being is not separated or alienated" [30] (p. 113). Cobb [26] and Louv [12] (p. 94) speak of the importance of "the ecology of imagination" for children.…”

Section: Wonder At Schoolmentioning

confidence: 99%

Education for Wonder

Washington

2018

Education Sciences

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This article argues that rejuvenating a sense of wonder towards nature is essential to ecocentric education and to finding a sustainable future. It examines the barriers that block education for wonder and looks at the issues around education for wonder in the home, at school, at university, and in the community in general. It considers the scale of a natural area in terms of wonder education, and ways of teaching wonder in school that increase wonder rather than isolate the student from nature. It also considers the issue of an "education for sustainable development" influenced by anthropocentrism, in contrast to an environmental education where some scholars accept the intrinsic value of nature. It discusses the need to balance "facts" in education with ethics. The article concludes by summarizing the steps needed to re-educate for wonder.

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Section: Wonder At Schoolmentioning

confidence: 99%

Education for Wonder

Washington

2018

Education Sciences

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“…Standal and Engelsrud (2011) look at the potential place of phenomenology in physical education contexts, specifically rehabilitation centers and dance students, asking students to reflect on their embodied experiences using phenomenologically inspired questions and lines of inquiry. Østergaard, Dahlin, and Hugo (2008) offer helpful examples of the integration of phenomenological methods and concepts into the classroom in "Doing Phenomenology in Science Education: A Research Review." They explain that incorporating education in phenomenology into science education curriculum is a way to "'ground' scientific concepts in concrete lifeworld experience" (106).…”

Section: Resultsmentioning

confidence: 99%

Habituated: A Merleau-Pontian Analysis of the Smartphone

Howard¹,

Bussell²

2018

Library Trends

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This paper offers a phenomenological account of our relationship to our smartphones rooted in the work of philosophers Maurice Merleau-Ponty (1908-1961) and Drew Leder (1954. We argue that the nature of this relationship has implications for the ways we conceptualize and promote information literacy in the era of mobile ubiquity. After reviewing recent LIS literature on mobile devices in libraries, we discuss Merleau-Ponty's notion of the habit body and Drew Leder's development of the Merleau-Pontian concept of incorporation. We then apply these concepts to our use of smartphones, paying particular attention to the incorporation of the smartphone in our bodily habit and what this means for our relationship to the information we access on this device. The paper concludes by considering how the insights from this analysis of the smartphone could be integrated into existing information literacy conversations through the lens of dispositions.

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“…Overall, phenomenology is an established philosophical approach and research methodology. Its application to study education topics was promoted (Bolton 1979) and it has been used to study experiences in educational research in such areas as higher education student development (Landreman et al 2007), adult learning (Rossiter 1999), teacher education (Greenwalt 2008;Sumsion 2002), nurse education and mentoring (Lofmark et al 2008), and science education (Ostergaard et al 2008).…”

Section: Phenomenological Research In Education and Educational Technmentioning

confidence: 99%

A phenomenological approach to experiences with technology: current state, promise, and future directions for research

Cilesiz

2010

Education Tech Research Dev

108

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In this paper I conceptualize experiences with technology as an object of study for educational technology research and propose phenomenology as a highly suitable method for studying this construct. I begin by reviewing existing research focusing on the construct of experiences with technology and the approaches utilized for its study. To augment this literature, I explain the phenomenological concept of experience and describe its utility for understanding experiences with technology. I propose the theoretical and methodological approach of phenomenology as a framework for developing a research agenda on experiences with technology and for unifying existing lines of research in this area. To illustrate the promise of this approach and to facilitate its application, I describe a research design consistent with the theoretical underpinnings of phenomenology, including methods for collecting and analyzing data as well as ethical and validity considerations specific to this research design. I conclude by identifying several possible research directions utilizing a phenomenological approach in educational technology to incite further research in this area.

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Doing phenomenology in science education: a research review

Cited by 79 publications

References 33 publications

Education for Wonder

Education for Wonder

Habituated: A Merleau-Pontian Analysis of the Smartphone

A phenomenological approach to experiences with technology: current state, promise, and future directions for research

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