國立虎尾科技大學 |

Imaginative science education = the central role of imagination in science education /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Imaginative science education/ by Yannis Hadzigeorgiou.
其他題名:	the central role of imagination in science education /
作者:	Hadzigeorgiou, Yannis.
出版者:	Cham :Springer International Publishing : : 2016.,
面頁冊數:	xxii, 283 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
標題:	Science - Study and teaching. -
電子資源:	http://dx.doi.org/10.1007/978-3-319-29526-8
ISBN:	9783319295268

Imaginative science education = the central role of imagination in science education /
Hadzigeorgiou, Yannis.

Imaginative science educationthe central role of imagination in science education /[electronic resource] :by Yannis Hadzigeorgiou. - Cham :Springer International Publishing :2016. - xxii, 283 p. :ill., digital ;24 cm.

Acknowledgement -- Foreword by Robert Yager -- Introduction -- Imaginative Thinking in Science and Science Education -- Engagement and Aesthetic Experience in Science Education -- Teaching for Romantic Understanding -- Narrative Thinking and Storytelling in Science Education -- Creative Science Education -- Wonder-full" Science Education -- "Artistic" Science Education -- Appendices.

This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative / creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of 'romantic understanding', and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of 'aesthetic experience', and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, 'wonder-full' science), reviews the existing empirical evidence regarding its role in the learning process, and points out its implications for pedagogy and instructional practices. Examples from physical science illustrating its implementation in the classroom are also discussed. In distinguishing between 'participation in a science activity' and 'engagement with science ideas per se', the book emphasizes the central role of imaginative engagement with science content knowledge, and thus the potential of the recommended imaginative approaches to attract students to the world of science.

ISBN: 9783319295268

Standard No.: 10.1007/978-3-319-29526-8doiSubjects--Topical Terms:

584978
Science
--Study and teaching.

LC Class. No.: Q181

Dewey Class. No.: 507.1

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520 $a This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative / creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of 'romantic understanding', and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of 'aesthetic experience', and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, 'wonder-full' science), reviews the existing empirical evidence regarding its role in the learning process, and points out its implications for pedagogy and instructional practices. Examples from physical science illustrating its implementation in the classroom are also discussed. In distinguishing between 'participation in a science activity' and 'engagement with science ideas per se', the book emphasizes the central role of imaginative engagement with science content knowledge, and thus the potential of the recommended imaginative approaches to attract students to the world of science.
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