Aesthetics, affect, and making meaning in science education: an introduction

References

• Agranovich, S., & Assaraf, O. B.-Z. (2013). What makes children like learning science? An examination of the attitudes of primary school students towards science lessons. Journal of Education and Learning, 2(1), 55–69. https://doi.org/https://doi.org/10.5539/jel.v2n1p55
   Google Scholar
• Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Prentice Hall.
   Google Scholar
• Alsop, S. (Ed.). (2005). Beyond Cartesian dualism: Encountering affect in the teaching and learning of science. Springer.
   Google Scholar
• Alsop, S., & Watts, M. (2003). Science education and affect. International Journal of Science Education, 25(9), 1043–1047. https://doi.org/https://doi.org/10.1080/0950069032000052180
   Web of Science ®Google Scholar
• Anderhag, P. (2017). Taste for science: A Bourdieu-pragmatism approach to interest, aesthetics and learning. In A. Bellochi, C. Quigley, & K. Otrel-Cass (Eds.), Exploring emotions, aesthetics and wellbeing in science education research – Cultural studies of science education (Vol. 13, pp. 39–54). Springer.
   Google Scholar
• Anderhag, P., Emanuelsson, P., Wickman, P.-O., & Hamza, K. M. (2013). Students’ choice of post-compulsory science: In search of schools that compensate for the socio-economic background of their students. International Journal of Science Education, 35(18), 3141–3160. https://doi.org/https://doi.org/10.1080/09500693.2012.696738
   Web of Science ®Google Scholar
• Anderhag, P., Hamza, K. M., & Wickman, P.-O. (2015). What can a teacher do to support students’ interest in science? A study of the constitution of taste in a science classroom. Research in Science Education, 45(5), 749–784. https://doi.org/https://doi.org/10.1007/s11165-014-9448-4
   Web of Science ®Google Scholar
• Anderhag, P., Wickman, P.-O., Bergqvist, K., Jakobson, B., Hamza, K., & Säljö, R. (2016). Why do secondary school students lose their interest in science? Or does it never emerge? A possible and overlooked explanation. Science Education, 100(5), 791–813. https://doi.org/https://doi.org/10.1002/sce.21231
   Web of Science ®Google Scholar
• Anderhag, P., Wickman, P.-O., & Hamza, K. M. (2015). Signs of taste for science: A methodology for studying the constitution of interest in the science classroom. Cultural Studies of Science Education, 10(2), 339–368. https://doi.org/https://doi.org/10.1007/s11422-014-9641-9
   Web of Science ®Google Scholar
• Atkins, L. J., & Salter, I. Y. (2015). Engaging future teachers in having wonderful ideas. In C. Sandifer, & E. Brewe (Eds.), Recruiting and educating future physics teachers: Case studies and effective practices (pp. 199–213). American Physical Society.
   Google Scholar
• Avraamidou, L. (2020). Science identity as a landscape of becoming: Rethinking recognition and emotions through an intersectionality lens. Cultural Studies of Science Education, 15, 323–345. https://doi.org/https://doi.org/10.1007/s11422-019-09954-7
   Web of Science ®Google Scholar
• Bandura, A. (1977). Self efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/https://doi.org/10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bellocchi, A. (2019). Early career science teacher experiences of social bonds and emotion management. Journal of Research in Science Teaching, 56(3), 322–347. https://doi.org/https://doi.org/10.1002/tea.21520
   Web of Science ®Google Scholar
• Bellocchi, A., Quigley, C., & Otrel-Cass, K. (Eds.). (2017). Beyond cognition in science education: Considering the role of emotions, well-being, and aesthetics. Springer.
   Google Scholar
• Bequette, J. W., & Bequette, M. B. (2012). A place for art and design education in the STEM conversation. Art Education, 65(2), 40–47. https://doi.org/https://doi.org/10.1080/00043125.2012.11519167
   Google Scholar
• Bergqvist, K. (1990). Doing schoolwork: Task premises and joint activity in the comprehensive classroom (Vol. 55). Linköping University.
   Google Scholar
• Bloom, J. D. (1992). The development of scientific knowledge in elementary school children: A context of meaning perspective. Science Education, 76(4), 399–413. https://doi.org/https://doi.org/10.1002/sce.3730760405
   Web of Science ®Google Scholar
• Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Routledge.
   Google Scholar
• Burke, T. (1994). Dewey’s new logic: A reply to Russell. Chicago University Press.
   Google Scholar
• Caiman, C., & Jakobson, B. (2019). The role of art practice in elementary school science. Science & Education, 28(1-2), 153–175. https://doi.org/https://doi.org/10.1007/s11191-019-00036-2
   Web of Science ®Google Scholar
• Campbell, C. (2018). In search of our beginnings: Locating ‘firstness’ in arts education in the service of advocacy. International Journal of Education & The Arts, 19(3), 1–36. https://doi.org/https://doi.org/10.18113/P8ijea1913
   Google Scholar
• Chachashvili-Bolotin, S., Lissitsa, S., & Milner-Bolotin, M. (2019). STEM outcomes of second-generation immigrant students with high-skilled parental backgrounds. International Journal of Science Education, 41(17), 2465–2483. https://doi.org/https://doi.org/10.1080/09500693.2019.1686549
   Web of Science ®Google Scholar
• Chandrasekhar, S. (1979). Beauty and the quest for beauty in science. In Proceedings of the International Symposium in Honor of Robert R. Wilson April 27, 1979 (pp. 71–85). Fermi National Accelerator Laboratory.
   Google Scholar
• Clandinin, D. J., & Connelly, F. M. (1996). Teacher's professional knowledge landscapes: Teacher stories-stories of teachers-school stories-stories of schools. Educational Researcher, 25(3), 24–30. https://doi.org/https://doi.org/10.3102/0013189X025003024
   Google Scholar
• Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry. Experience and story in qulitative research. San Fransisco. Jossey-Bass.
   Google Scholar
• Collins, R. (2004). Interaction ritual chains. Princeton University Press.
   Google Scholar
• Davis, J. P., & Bellocchi, A. (2018). Objectivity, subjectivity, and emotion in school science inquiry. Journal of Research in Science Teaching, 55(10), 1419–1447. https://doi.org/https://doi.org/10.1002/tea.21461
   Web of Science ®Google Scholar
• de Mesa, J. A. L. (2018). Peirce and aesthetic education. Journal of Philosophy of Education, 52(2), 246–261. https://doi.org/https://doi.org/10.1111/1467-9752.12296
   Web of Science ®Google Scholar
• Dewey, J. (1929/1996a). Experience and nature. In L. Hickman (Ed.), Later works 1. The collected works of John Dewey, 1882–1953: The electronic edition (pp. 1–329). InteLex Corporation.
   Google Scholar
• Dewey, J. (1929/1996b). The quest for certainty: A study of the relation of knowledge and action. In L. Hickman (Ed.), Later works 4. The collected works of John Dewey, 1882–1953: The electronic edition (pp. 1–250). InteLex Corporation.
   Google Scholar
• Dewey, J. (1934/1996). Art as experience. In L. Hickman (Ed.), Later works 10. The collected works of John Dewey, 1882–1953: The electronic edition (pp. 1–352). InteLex Corporation.
   Google Scholar
• Dewey, J., & Bentley, A. F. (1949/1996). Knowing and the known. In L. Hickman (Ed.), Later works 16. The collected works of John Dewey, 1882–1953: The electronic edition (pp. 1–279). InteLex Corporation.
   Google Scholar
• DeWitt, J., & Archer, L. (2015). Who aspires to a science career? A comparison of survey responses from primary and secondary school students. International Journal of Science Education, 37(13), 2170–2192. https://doi.org/https://doi.org/10.1080/09500693.2015.1071899
   Web of Science ®Google Scholar
• Edwards, A. D., & Westgate, D. P. G. (1987). Investigating classroom talk. Falmer Press.
   Google Scholar
• English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 3. https://doi.org/https://doi.org/10.1186/s40594-016-0036-1
   Google Scholar
• Feynman, R. P. (1985). “Surely your joking, Mr. Feynman!” adventures of a curious character. W.W. Norton.
   Google Scholar
• Garrison, J. (2003). Dewey’s theory of emotions: The unity of thought and emotion in naturalistic function “co-ordination” of behavior. Transactions of the Charles S Peirce Society, 39, 405–443.
   Web of Science ®Google Scholar
• Girod, M. (2001). Nobody likes soap in their eyes: Portraying a more inviting science by teaching for aesthetic understanding. CESI Science, 34(2), 20–24.
   Google Scholar
• Girod, M., Rau, C., & Schepige, A. (2003). Appreciating beauty of science ideas: Teaching for aesthetic understanding. Science Education, 87(4), 574–587. https://doi.org/https://doi.org/10.1002/sce.1054
   Web of Science ®Google Scholar
• Girod, M., & Wong, D. (2002). An aesthetic (deweyan) perspective on science learning: Case studies of three fourth graders. The Elementary School Journal, 102(3), 199–224. https://doi.org/https://doi.org/10.1086/499700
   Web of Science ®Google Scholar
• Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom learning. Studies in Science Education, 22(1), 1–41. https://doi.org/https://doi.org/10.1080/03057269308560019
   Google Scholar
• Hobbs, L., & Kelly, L. (2017). The heart of the educator: Aesthetic experience shaping knowledge, identity, and passion. In A. Bellochi, C. Quigley, & K. Otrel-Cass (Eds.), Exploring emotions, aesthetics and wellbeing in science education research – Cultural studies of science education (Vol. 13, pp. 55–82). Springer.
   Google Scholar
• Jakobson, B., & Wickman, P.-O. (2008a). The roles of aesthetic experience in elementary school science. Research in Science Education, 38(1), 45–65. https://doi.org/https://doi.org/10.1007/s11165-007-9039-8
   Web of Science ®Google Scholar
• Jakobson, B., & Wickman, P.-O. (2008b). Art in science class vs. science in art class: A study in elementary school. Education & Didactique, 2(3), 141–157. https://doi.org/https://doi.org/10.4000/educationdidactique.396
   Google Scholar
• Jakobson, B., & Wickman, P.-O. (2015). What difference does art make in science? A comparative study of meaning-making at elementary school. Interchange, 46(4), 323–343. https://doi.org/https://doi.org/10.1007/s10780-015-9262-6
   Google Scholar
• Johansson, A.-M., & Wickman, P.-O. (2011). A pragmatist approach to learning progressions. In B. Hudson, & M. A. Meyer (Eds.), Beyond fragmentation: Didactics, learning, and teaching in Europe (pp. 47–59). Barbara Budrich.
   Google Scholar
• King, D., Ritchie, S., Sandhu, M., & Henderson, S. (2015). Emotionally intense science activities. International Journal of Science Education, 37(12), 1886–1914. https://doi.org/https://doi.org/10.1080/09500693.2015.1055850
   Web of Science ®Google Scholar
• Kirbulut, Z. D., & Uzuntiryaki-Kondakci, E. (2019). Examining the mediating effect of science self-efficacy on the relationship between metavariables and science achievement. International Journal of Science Education, 41(8), 995–1014. https://doi.org/https://doi.org/10.1080/09500693.2019.1585594
   Web of Science ®Google Scholar
• Lave, J. (1996). The practice of learning. In S. Chaiklin, & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 3–32). Cambridge University Press.
   Google Scholar
• Lemke, J. (1990). Talking science: Language, learning, and values. Ablex.
   Google Scholar
• Lemke, J. (2015). Feeling and meaning: A unitary bio-semiotic account. In P. Trifonas (Ed.), International handbook of semiotics (pp. 589–616). Springer.
   Google Scholar
• Milne, C., & Otieno, T. (2007). Understanding engagement: Science demonstrations and emotional energy. Science Education, 91(4), 523–553. https://doi.org/https://doi.org/10.1002/sce.20203
   Web of Science ®Google Scholar
• Mishler, E. G. (1986). Research interviewing: Context and narrative. Harvard University Press.
   Google Scholar
• Nolen-Hoeksema, S., Fredrickson, B. L., Loftus, G. R., & Lutz, C. (2014). Atkinson & Hilgard’s introduction to psychology (16th ed.). Cengage Learning.
   Google Scholar
• Novak, J. D. (2002). Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners. Science Education, 86(4), 548–571. https://doi.org/https://doi.org/10.1002/sce.10032
   Web of Science ®Google Scholar
• Olitsky, S. (2007). Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice. Journal of Research in Science Teaching, 44(1), 33–56. https://doi.org/https://doi.org/10.1002/tea.20128
   Web of Science ®Google Scholar
• Peirce, C. S. (1878). Illustrations of the logic of science. Second paper.—How to make our ideas clear. The Popular Science Monthly, 12, 286–302.
   Google Scholar
• Peirce, C. S. (1998). The essential Peirce: Selected philosophical writings (Vol. 2). Indiana University Press.
   Google Scholar
• Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129. https://doi.org/https://doi.org/10.1080/03057267.2014.881626
   Web of Science ®Google Scholar
• Prain, V. (2020). Methodological challenges in researching students’ aesthetic responses in science inquiry. In P. White, R. Tytler, J. C. Clark, & J. Ferguson (Eds.), Methodological approaches to STEM education research, 2019 (pp. 21–33). Cambridge Scholars.
   Google Scholar
• Prain, V., & Tytler, R. (2012). Learning through constructing representations in science: A framework of representational construction affordances. International Journal of Science Education, 34(17), 2751–2773. https://doi.org/https://doi.org/10.1080/09500693.2011.626462
   Web of Science ®Google Scholar
• Putnam, H. (2002). The collapse of the fact/value dichotomy and other essays. Harvard University Press.
   Google Scholar
• Root-Bernstein, R. S. (1989). Discovering: Inventing and solving problems at the frontiers of scientific knowledge. Harvard University Press.
   Google Scholar
• Säljö, R., & Bergqvist, K. (1997). Seeing the light: Discourse and practice in the optics lab. In L. B. Resnick, R. Säljö, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools, and reasoning: Essays on situated cognition (pp. 385–405). Springer.
   Google Scholar
• Sjøberg, S., & Schreiner, C. (2010). The ROSE project. An overview and key findings. Retrieved May 2, 2020 from http://www.cemf.ca/%5C/PDFs/SjobergSchreinerOverview2010.pdf
   Google Scholar
• Sjøberg, S., & Schreiner, C. (2012). Results and perspectives from the ROSE project: Attitudinal aspects of young people and science in a comparative perspective. In D. Jorde, & J. Dillon (Eds.), Science education research and practice in Europe (pp. 203–236). Sense.
   Google Scholar
• Szybek, P. (1999). Touched by a disgusting fish. Dissecting squid in biology lessons in a comprehensive school. In J. Leach, & A. C. Paulsen (Eds.), Practical work in science education-recent research studies (pp. 96–112). Roskilde University Press.
   Google Scholar
• Tejera, V. (1994). The primacy of the aesthetic in Peirce and classic American philosophy. In H. Parret (Ed.), Peirce and value theory: On peircian ethics and aesthetics (pp. 85–97). John Benjamins.
   Google Scholar
• Tytler, R., Prain, V., & Hannigan, S. (2020). Expanding the languages of science and how they are learnt. Research in Science Education. https://doi.org/https://doi.org/10.1007/s11165-020-09952-8
   Google Scholar
• van Aalderen-Smeets, S. I., Walma van der Molen, J. H., & Asma, L. J. F. (2012). Primary teachers’ attitudes towards science: A new theoretical framework. Science Education, 96(1), 158–182. https://doi.org/https://doi.org/10.1002/sce.20467
   Web of Science ®Google Scholar
• Watts, M. (2001). Science and poetry: Passion v. Prescription in school science? International Journal of Science Education, 23(2), 197–208. https://doi.org/https://doi.org/10.1080/09500690120685
   Web of Science ®Google Scholar
• Wertsch, J. V. (1998). Mind as action. Oxford University Press.
   Google Scholar
• Wickman, P.-O. (2004). The practical epistemologies of the classroom: A study of laboratory work. Science Education, 88(3), 325–344. https://doi.org/https://doi.org/10.1002/sce.10129
   Web of Science ®Google Scholar
• Wickman, P.-O. (2006). Aesthetic experience in science education: Learning and meaning-making as situated talk and action. Lawrence Erlbaum Associates.
   Google Scholar
• Wickman, P.-O. (2017). Back to the drawing board: Examining the philosophical foundations of educational research on aesthetics and emotions. In A. Bellochi, C. Quigley, & K. Otrel-Cass (Eds.), Exploring emotions, aesthetics and wellbeing in science education research – Cultural Studies of Science education (Vol. 13, pp. 9–37). Springer.
   Google Scholar
• Wickman, P.-O., & Östman, L. (2002). Learning as discourse change: A sociocultural mechanism. Science Education, 86(5), 601–623. https://doi.org/https://doi.org/10.1002/sce.10036
   Web of Science ®Google Scholar
• Wittgenstein, L. (1967). Philosophical investigations (3rd ed). Blackwell.
   Google Scholar
• Zeman, J. J. (1977). The esthetic sign in Peirce’s seimiotic. Semiotics, 19(3/4), 241–258. https://doi.org/https://doi.org/10.1515/semi.1977.19.3-4.241
   Google Scholar
• Zembylas, M. (2002). Constructing genealogies of teachers’ emotions in science teaching. Journal of Research in Science Teaching, 39(1), 79–103. https://doi.org/https://doi.org/10.1002/tea.10010
   Web of Science ®Google Scholar
• Zembylas, M. (2004). Emotion metaphors and emotional labor in science teaching. Science Education, 88(3), 301–324. https://doi.org/https://doi.org/10.1002/sce.10116
   Web of Science ®Google Scholar
• Zembylas, M. (2005). Emotions and science teaching: Present research and future agendas. In S. Alsop (Ed.), Beyond Cartesian dualism: Encountering affect in the teaching and learning of science (pp. 123–132). Springer.
   Google Scholar
• Zembylas, M. (2016). Making sense of the complex entanglement between emotion and pedagogy: Contributions of the affective turn. Cultural Studies of Science Education, 11, 539–550.
   Web of Science ®Google Scholar