Overview
Helps the reader understand the centrality of imagination in human thinking and learning
Helps the reader understand both the theory behind the recommended approaches and the practical applications in the classroom
Includes a wide variety of examples to be used in the classroom
Addresses perhaps one of the most important educational problems, namely how to engage students in science
Includes supplementary material: sn.pub/extras
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Table of contents (8 chapters)
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Front Matter
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Back Matter
Keywords
- Aesthetic experience
- Artistic science education
- Creative thinking
- Imagination
- Imaginative thinking
- Narrative thinking
- Storytelling
- Student engagement
- Wonder in science education
- School Science
- Creativity
- Wonder
- Art and Science Connections
- Engagement with Science
- Romantic Understanding
- Nature of Science
- learning and instruction
About this book
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.
Reviews
Dr. Greg Stefanich,
Regents Professor Emeritus
University of Northern Iowa
With this book Yannis Hadzigeorgiou confirms his reputation as one of the most original and profound thinkers about science education and science pedagogy. His theoretical originality goes hand in hand with his groundbreaking research projects, which in turn are reflected in his practical work in applying his ideas in everyday classrooms. From theory to practice and back again, this book will reward careful educators.
Kieran Egan
Professor
Simon Fraser University
Authors and Affiliations
About the author
Bibliographic Information
Book Title: Imaginative Science Education
Book Subtitle: The Central Role of Imagination in Science Education
Authors: Yannis Hadzigeorgiou
DOI: https://doi.org/10.1007/978-3-319-29526-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing Switzerland 2016
Hardcover ISBN: 978-3-319-29524-4Published: 06 June 2016
Softcover ISBN: 978-3-319-80590-0Published: 30 May 2018
eBook ISBN: 978-3-319-29526-8Published: 26 May 2016
Edition Number: 1
Number of Pages: XXII, 283
Number of Illustrations: 1 b/w illustrations
Topics: Science Education, Learning & Instruction, Teaching and Teacher Education