Re‐visioning Science “Love and Passion in the Scientific Imagination”: Art and science

Lunn, Michelle; Noble, Andrea

doi:10.1080/09500690701264750

Cited by 27 publications

(17 citation statements)

References 6 publications

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“…This is in contrast to the recently swelling, but more general, body of literature on pedagogical integration between the arts and the sciences: the possibility of shared tertiary courses (Needle, Corbo, Greenfelder, Raths, & Fulop, 2007), a plea for greater depth in learning outcomes (Jaffe, 2013), challenging the image of "the scientist" (Lunn & Noble, 2008), and exploring the nature of scientific and aesthetic experience (Slattery & Langrock, 2002).…”

Section: Science and Poetry: Going Deepermentioning

confidence: 77%

Science and Poetry as Allies in School Learning

Donald

Barker

2016

Educ. res. soc. change.

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In this paper, we propose that when learners in school classrooms write up a scientific observation, firstly as a science report and then as a poem, the way they express insights appropriate to each format can advance learners' observation skills and developing insight of the natural world. This could lead to productive learning alliances across traditional discipline boundaries and, by surfacing the cultural dimension of science within a sociocultural frame, promote social change. Tracing the domains of science and poetry over the last two centuries, we discern three areas of synergy: culture, creativity, and the curriculum. An integrative classroom exercise was devised to support these synergies explicitly with the intention of inspiring learners to write (say) what they really mean (see). We describe the encouraging results of a preliminary trial of this writing exercise with one small class of South African high school students, and outline possible future directions for research prompted by this work.

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Section: Science and Poetry: Going Deepermentioning

confidence: 77%

Science and Poetry as Allies in School Learning

Donald

Barker

2016

Educ. res. soc. change.

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“…Overt emphasis on rote-learning and rigid, dogmatic adherence to rules of the discipline are not only deterrents for students (Barak & Shachar, 2008;Barton et al, 2008;Kessels et al, 2006;Latu & Young, 2004;Lunn & Noble, 2008;Timms et al, 2006); they are fundamentally incompatible with the true nature of science (Lee, Pierce, Talburt, Wang, & Zhu, 2007;McLaughlin, 2006;Niaz, 2008;Reeves, Chessin, & Chambless, 2007).…”

Section: Resolving Tensions Between Perceptions and Practicementioning

confidence: 99%

“…Surveys of student and community attitudes consistently identify rote learning and rigid, dogmatic thinking as characteristics/traits seen as essential for success in science (Barak & Shachar, 2008;Barton, Tan, & Rivet, 2008;Kessels et al, 2006;Latu & Young, 2004;Lunn & Noble, 2008;Timms, Courtney, & Anderson, 2006). Although many individuals recognise that science has delivered significant benefits to society in the form of medical, technological and industrial innovations (Barak & Shachar, 2008;Barton et al, 2008;Endler & Bond, 2008;Jackson, 2004;Kessels et al, 2006;Latu & Young, 2004;Lunn & Noble, 2008;Timms et al, 2006), they appear unable to appreciate the rich tapestry of creative thought required to synthesise knowledge across multiple domains and design and enact experimental studies capable of extending the limits of human knowledge (Barak & Shachar, 2008;Barrow, 2006;Barton et al, 2008;Endler & Bond, 2008;Jackson, 2004;Kessels et al, 2006;Latu & Young, 2004;Lunn & Noble, 2008;Timms et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Although creativity is a somewhat contested notion (Boden, 2001;Csikszentmihalyi, 1990;McWilliam et al, 2008), it occupies a unique place in the scientific arena as both a requirement for future innovation and progress (Barak & Shachar, 2008;Braben, 2004) and a personal characteristic/trait that can be developed and extended through quality education (Barak & Shachar, 2008;Braben, 2004;Endler & Bond, 2008;Holligan, 2005;Lunn & Noble, 2008;Yager & Akcay, 2008). To actualise the full potential of inquiry-based teaching and deliver viable, long-term solutions to problems arising from devaluation of science however, requires recognition that educational outcomes are the product of complex, dynamic, and often stochastic, interplay of sociocultural, psychological and cognitive factors.…”

Section: Introductionmentioning

confidence: 99%

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Creativity in Science: Tensions between Perception and Practice

Schmidt¹

2011

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Many countries are reviewing science education programmes and implementing new pedagogical paradigms aimed at reversing a trend of declining enrolments. A key factor in this decline is a public perception that science is not a creative endeavour. Attempts to reframe public perception tend to focus on primary and secondary schooling, but do little to address ongoing declines in quality and originality of intellectual output beyond the high-school environment. To overcome systemic devaluation of science requires appreciation of the complex, dynamic, and often stochastic, interplay of sociocultural, psychological and cognitive factors that drive human creativity. Viewing creativity from this perspective reveals tensions between perception and practice that limit opportunities for students, science educators and scientists. Resolving the tension requires integration of developmental, psychometric and sociocultural discourses of creativity in ways that generate opportunities for individuals at all levels of education and practice to: 1) acquire a high level of domain-specific knowledge; 2) practise application of that knowledge in developing solutions to problems across a gradient of difficulty and; 3) be challenged to integrate their knowledge of science with their knowledge of other fields to pursue and solve problems with personal relevance.

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“…Chambers (1983) and Schibeci and Sorensen (1983) showed that by second grade, the average number of indicators included in drawings had more than doubled, with indicator numbers reaching a peak in the fifth grade when the image of the stereotype was fully formed. Since Chambers' introduction of DAST, researchers have implemented it in various research contexts and thus DAST has been considered as an effective methodological approach to understand student perceptions of scientists (Finson, 2002;Lunn & Noble, 2008;Monhardt, 2003).…”

mentioning

confidence: 99%