Incorporating Poeticality into the Teaching of Physics

Pantidos, Panagiotis; Ravanis, Konstantinos; Valakas, Kostas; Vitoratos, E.

doi:10.1007/s11191-012-9573-2

Cited by 9 publications

(6 citation statements)

References 20 publications

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“…These researchers refer to the shifts in body positions of the speaker (educator), the movements of the body in general, the prosodic features of the voice, and the use of pronouns as factors that shape the narrative framework. All these factors contribute to learners imagining that they are in places and engaged in activities outside the classroom environment, dealing with scientific code in the "here", the "now", and the "then" [29].…”

Section: The Narrative Character Of Science Teachingmentioning

confidence: 99%

Narration and multimodality: The role of the human body and material objects in science teaching

Pantidos

Kaliampos

Ravanis

2022

IJERE

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<span>This article seeks to shed light on the semiotic approach to science teaching and learning. Essentially, the mental representations of learners are also affected by the sign vehicles employed to communicate ideas in the material world. Thus, any learning object also appears as a material representation, consisting of acoustic and visual forms, which affect its content. The human body’s kinetic modalities, spatial configurations (i.e., graphs, images), material objects, prosody, as well as the written and spoken word constitute the perceptual data that encode the concepts. This particular paper deals with the possibility that the more emphatic signifiers, i.e., the human body and material objects, can create narrative spaces and produce meaning during science teaching. It also discusses alternative uses of material objects along with the multiple interpretations their visual images can evoke. As regards the human body, iconic, deictic, and ergotic gestures are analyzed as forms that produce meaning and are autonomous and dynamic when working with the other semiotic systems. Both material objects and the human body rely upon the ability of the learners’ imagination to transport them to narrative worlds located outside the classroom.</span>

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Section: The Narrative Character Of Science Teachingmentioning

confidence: 99%

Narration and multimodality: The role of the human body and material objects in science teaching

Pantidos

Kaliampos

Ravanis

2022

IJERE

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“…But ultimately, a comprehensive, panoramic view of nature as a whole may once again emerge from this (the third moment) and precisely here, science may become more imaginative or even poetic again. As we discuss in this paper, these possibilities can be extended towards science education settings, using poetry as a mode of representation that may contribute to students' comprehension of scientific research fields such as biology (Pantidos, Ravanis, Valakas and Vitoratos 2014). Let this serve as an introduction into the philosophical and historical backdrop of our approach.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…In a semiotic approach, "scientific concepts brought into the science classroom are drawn out, written out, acted out, talked about" (Bezemer and Kress 2019). As described by Pantidos, Ravanis, Valakas and Vitoratos (2014) poetry may serve as a functional and morphological vehicle for expressing ideas, concepts or feelings, enhancing the notion of narrativeness with poetic significance. The use of these modes of representation may create a fertile context for "meaning making" where imagination helps students to acquire complex forms of knowledge (Pantidos 2017).…”

Section: Poems As Semiotic Resources For Science Learningmentioning

confidence: 99%

“…This approach, examined by Dahlin (2001) as the "aesthetic dimension" of knowledge formation, purports to make the transition from immediate lifeworld experience to the idealizations of scientific theories less difficult for students. Poems provide the opportunity to "connect everyday life events with their explanation in scientific terms" (Pantidos, Ravanis, Valakas and Vitoratos 2014).…”

Section: Poems As Semiotic Resources For Science Learningmentioning

confidence: 99%

“…This especially allows science teachers to foster students' engagement in sciences courses by emphasizing more explicitly "the nature of nature" (Østergaard 2015). Pantidos, Ravanis, Valakas and Vitoratos (2014) propose for instance incorporating poetical forms such as verse and rhetorical figures into the narratives of physics teaching, which contributes to the process of meaning-making and fosters student´s comprehension. These authors emphasize in their studies growing scientific evidence that link the importance of science poetry interaction (as part of the "morphology" of learning environments) to cognition.…”

Section: Poems As Semiotic Resources For Science Learningmentioning

confidence: 99%

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Science and poetry: poems as an educational tool for biology teaching

Moya-Méndez

Zwart²

2022

Cult Stud of Sci Educ

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In this article we present the results of a biology teaching module offered at university bachelor level for law students and social sciences students in Lima, Peru. The objective was to trigger philosophical reflection on the notion of nature (cognitive dimension) and to assess if and to what extent the use of poetry contributes to the students’ understanding of nature by adding emotional and conative (desire for action) dimensions. We accounted three dialectical moments of natural sciences and nature poetry in history and discussed their meaning in the context of biology teaching nowadays. We also highlighted the importance of poems as semiotic resources for science learning and explored bibliographic accounts of similar studies. Our results indicate that nature poetry fosters a holistic view of nature, allowing students to combine knowledge with value concerns, and cognitive with conative and emotional dimensions. Also, poetry allows them to connect or confront scientific information with traditional indigenous knowledge. Finally, we found that poetry afforded students a sense of freedom to present and discuss their personal experiences with nature. We concluded that this module can be used as a supplementary educational tool in biology courses and those meant to inspire action and reflection in the face of global environmental challenges.

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Using learner‐generated poetry to help students understand technical scientific literature

Ahlers,

Brimhall

2023

Natural Sciences Education

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Undergraduate students enrolled in ecology courses read peer‐reviewed, scientific literature to learn how hypotheses are tested and to understand conclusions from research. This technical material can be difficult to understand for many students, thus inhibiting learning processes and reducing interest in courses or associated content. Using creative methods to teach science‐based material can improve student‐learning outcomes though students’ perceptions on learning have not been fully evaluated. We qualitatively compared changes in students’ precieved understanding of peer‐reviewed literature before and after poetry writing assignments. Students were asked to read a randomly assigned peer‐reviewed paper focused on waterfowl and/or wetland management and rate their understanding of the 1) results and conclusions and 2) management implications from research described in the paper. We then asked students to read another randomly assigned paper, complete two poems (one haiku and one villanelle) about the paper, then again rate their understanding of both metrics. With our small sample, we found students rated their perceived understanding of peer‐reviewed literature higher after creating student‐generated poetry and they generally appreciated the assignment. Our qualitative results underscore potential merits of incorporating poetry into science learning and we provide testable hypotheses to further our understanding of how integrating poetry into science‐based courses may enhance student learning.This article is protected by copyright. All rights reserved

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Incorporating Poeticality into the Teaching of Physics

Cited by 9 publications

References 20 publications

Narration and multimodality: The role of the human body and material objects in science teaching

Narration and multimodality: The role of the human body and material objects in science teaching

Science and poetry: poems as an educational tool for biology teaching

Using learner‐generated poetry to help students understand technical scientific literature

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