Science education and affect

Alsop, Steve; Watts, Michael

doi:10.1080/0950069032000052180

Cited by 148 publications

(69 citation statements)

References 5 publications

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“…Not that it is clear exactly what does initially trigger an inherent interest. Often tacit, quite intuitive, it is likely to be affective: strong feelings that direct future action, such as liking or disliking science (Alsop & Watts, 2003). As Loehle (2010, p. 13) notes, it can be wholly irrational, 'some individuals find themselves fascinated with ants or fossils or birds from an early age.…”

Section: Discussion and Outcomesmentioning

confidence: 99%

Science Lives: School choices and ‘natural tendencies’

Salehjee

Watts

2015

International Journal of Science Education

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Section: Discussion and Outcomesmentioning

confidence: 99%

Science Lives: School choices and ‘natural tendencies’

Salehjee

Watts

2015

International Journal of Science Education

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“…Such positions often draw on the significance scientists make of aesthetic experiences in their autobiographies (e.g., Root-Bernstein 1989;Tauber 1996;Wickman 2006). In line with this numerous authors have argued for a science education also involving aesthetic experiences (Alsop and Watts 2003;Girod and Wong 2002;Lemke 2001;McClure and Zitlow 1991;Szybek 1999;Wong et al 2001). Girod and Wong (2002, p. 200), using a Deweyan perspective, argued that "science can be taught in ways that borrow from aesthetic and artistic pedagogy to tap the power of aesthetic experience" and so lay the foundation for another and more aesthetic kind of understanding.…”

Section: Introductionmentioning

confidence: 92%

The Roles of Aesthetic Experience in Elementary School Science

Jakobson

Wickman

2007

Res Sci Educ

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The role of aesthetic experiences for learning was examined in elementary school science. Numerous authors have argued for a science education also involving aesthetic experiences, but few have examined what this means empirically. Recordings of children's talk with each other and with the teacher during hands-on activities in nine different science units were made. How the children and teachers used aesthetic judgements and how these judgements were part of aesthetic experiences of the science assignments were analysed. For the analysis a pragmatist perspective was used, especially drawing on Dewey and the later Wittgenstein. The results showed how aesthetic judgements occurred in moments of anticipation and moments when the science activities were brought to fulfilment. In this way children used aesthetic judgements normatively about what belonged in science class and what to include and exclude. In this way aesthetic judgements were an important part of learning how to proceed in science class. In using aesthetic judgements the children also talked about their own place in science class and whether they belonged there or not. In this way aesthetic experience is tightly related to learning science as participation. Learning science also meant learning a special kind of aesthetics, that is, learning how to distinguish the science context from other contexts. The fact that children liked or disliked something outside school did not necessarily mean that it was experienced aesthetically in the same way in school, but needed to be re-learnt. What these results mean for science education is discussed at length. The connection between aesthetics and learning to observe is also briefly discussed.

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“…Attitudes correlate with behaviour (Kraus, 1995), and several researchers found a link between attitude and knowledge (Cohen, 1973;Hsu & Roth, 1996;Kaiser, Wolfing, & Fuhrer, 1999;Thompson & Mintzes, 2002;Prokop, Kubiatko, & Fančovičová, 2008;Prokop, Fančovičová, & Kubiatko, 2009). Considering these arguments with the historically greatly emphasised link between science education and the learning capacity of students (Alsop & Watts, 2003), one expected that acquiring knowledge or developing a greater awareness of one's environment would result in positive changes in attitude (Morgan & Gramann, 1989;Kellert, 1993 Similarly, Kuhlemeier, Van Den Bergh, and Lagerweij (1999) and Makki, Abd-El-Khalick, and Boujaoude (2003) found only moderate correlations between knowledge of and attitude towards the environment.…”

Section: Gender Differences In Attitudes Towards Spidersmentioning

confidence: 99%