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An aesthetic approach to the teaching of science
Author(s) -
Zubrowski Bernard
Publication year - 1982
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660190509
Subject(s) - curiosity , curriculum , science education , nature of science , epistemology , mathematics education , psychology , aesthetics , pedagogy , art , philosophy , social psychology
The role of aesthetic curiosity in the manipulation of materials is often ignored or considered irrelevant in most science curricula. Contemporary practice in curriculum design emphasizes an approach that views science and art as separate types of explorations. Some historians of technology and science suggest that basic discoveries arise out of an aesthetic curiosity fostered by play with materials or ideas. Experience with certain familiar materials of aesthetic interest suggest that children will sustain play for long periods and easily mix metaphors of art and science in developing an understanding of the phenomena that are a part of the experience. Several examples are given of how this might be accomplished.