Imagination in Teaching and Learning

Egan, Kieran

doi:10.4324/9781315887654

Cited by 23 publications

(31 citation statements)

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“…For example, Kieran Egan (1992) as well as Keiich Takaya (2004) claim that imagination is found in the flexible human mind. Similarly, Egan (2005) argues that the ability to imagine has a significant role when humans are involved in innovation.…”

Section: Previous Research On Imagination In Educationmentioning

confidence: 99%

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Young children’s imagination in science education and education for sustainability

Caiman

Lundegård

2017

Cult Stud of Sci Educ

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This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish preschool, and the data was collected 'in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

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Section: Previous Research On Imagination In Educationmentioning

confidence: 99%

“…Imagination is defined as the creative ability to form ideas and images without immediate, external sensory input (Egan 1992). It broadens and deepens human experience by seeing familiar objects in a new light (Dewey 1934(Dewey /1980) and helps to make knowledge applicable in solving problems.…”

Section: Imagination In Education For Sustainabilitymentioning

confidence: 99%

Young children’s imagination in science education and education for sustainability

Caiman

Lundegård

2017

Cult Stud of Sci Educ

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“…We also pointed to an important teaching implication, namely, the centrality of keeping the natural environment in focus throughout the story-shaped lessons and units we create. If wonder gives things their infinite significance (Hove, 1996;Verhoven, 1970), and if the mind is indeed a narrative concern (Bruner, 1986;1990;Egan, 1992Egan, , 2005, then the values of wonder and storytelling need to be reclaimed. For it is 'wonder-full' storytelling that can help children, who will be educated in the twenty-first century, to become aware, through emotional and imaginative engagement, of how significant the natural world is.…”

Section: Summary and Final Commentsmentioning

confidence: 99%

“…For it is the sense wonder about how ideas and issues relate to human life that has the potential to foster and raise students' awareness of their personal and wider significance. Egan (1992) gives an excellent example concerning how a sense of wonder about a useless object, that is, a broken styrofoam cup, can enlarge its significance for human life. Instead of seeing that cup as simply an environmentally damaging waste, Egan (1992) gives a 'romantic' alternative: he considers it a symbol of a heroic quality, that is, a symbol of "an immense ingenuity".…”

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confidence: 99%

“…One can flash such thoughts through the mind in less than half a second […] They are associations that come with romantic image of the broken cup. (Egan, 1992, pp. 76-77) It is clear, from what Egan says, that a sense of wonder about an object, which after its use ends up in the trash, can help raise awareness of a number of interrelated ideas, which, in turn, helps raise environmental awareness.…”

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confidence: 99%

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Toward More Effective Storytelling for Raising Environmental Awareness in Young Students

Hadzigeorgiou¹,

Judson²

2017

JAER

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This paper addresses the need to reclaim the value of storytelling as a tool for raising environmental awareness in young children. In distinguishing between 'knowledge' and 'awareness', the paper discusses the role that the sense of wonder evoked through shaping topics in story-form can play in encouraging awareness. Through imaginative and emotional engagement with issues and ideas, children can feel the significance of the natural world around them. The role of the Story of the Universe which presents the natural environment as a living organism, in which human beings and Nature co-exist, is also discussed.

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t-books: A block interface for young children’s narrative construction

Sylla

Pereira

Brooks

et al. 2018

International Journal of Child-Computer Interaction

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This article presents a body of work developed to focus on the development of innovative learning materials that promote young children's exploration and collaborative playful learning that have been deeply inspired by Seymour Papert. Through this contribution, we highlight how his research and published concepts have had a fundamental influence upon the development of t-books, a digital manipulative that aims at promoting scaffolded, collaborative and creative storytelling.

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Imagination in Teaching and Learning

Cited by 23 publications

References 0 publications

Young children’s imagination in science education and education for sustainability

Young children’s imagination in science education and education for sustainability

Toward More Effective Storytelling for Raising Environmental Awareness in Young Students

t-books: A block interface for young children’s narrative construction

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