Exploring Emotions, Aesthetics and Wellbeing in Science Education Research PDF
Preview Exploring Emotions, Aesthetics and Wellbeing in Science Education Research
Cultural Studies of Science Education 13 Alberto Bellocchi Cassie Quigley Kathrin Otrel-Cass E ditors Exploring Emotions, Aesthetics and Wellbeing in Science Education Research Cultural Studies of Science Education Volume 13 Series editors Kenneth Tobin, City University of New York The Graduate Centre, New York, USA Catherine Milne, Department of Teaching and Learning, New York University The Steinhardt School of Culture, Education, New York, USA Christina Siry, Faculty of Language and Literature, Huma, University of Luxembourg, Walferdange, Luxembourg Michael P. Mueller, College of Education, University of Alaska Anchorage, Anchorage, Alaska, USA The series is unique in focusing on the publication of scholarly works that employ social and cultural perspectives as foundations for research and other scholarly activities in the three fi elds implied in its title: science education, education, and social studies of science. The aim of the series is to establish bridges to related fi elds, such as those concerned with the social studies of science, public understanding of science, science/technology and human values, or science and literacy. C ultural Studies of Science Education, the book series explicitly aims at establishing such bridges and at building new communities at the interface of currently distinct discourses. In this way, the current almost exclusive focus on science education on school learning would be expanded becoming instead a focus on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon. The book series is conceived as a parallel to the journal C ultural Studies of Science Education , opening up avenues for publishing works that do not fi t into the limited amount of space and topics that can be covered within the same text. More information about this series at h ttp://www.springer.com/series/8286 Alberto Bellocchi • Cassie Quigley Kathrin Otrel-Cass Editors Exploring Emotions, Aesthetics and Wellbeing in Science Education Research Editors Alberto Bellocchi Cassie Quigley Faculty of Education Department of Teaching and Learning Queensland University of Technology College of Education Brisbane , QLD , Australia Clemson University Clemson , SC , USA Kathrin Otrel-Cass Department of Learning and Philosophy Aalborg University Aalborg , Denmark ISSN 1879-7229 ISSN 1879-7237 (electronic) Cultural Studies of Science Education ISBN 978-3-319-43351-6 ISBN 978-3-319-43353-0 (eBook) DOI 10.1007/978-3-319-43353-0 Library of Congress Control Number: 2016955693 © Springer International Publishing Switzerland 2017 T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. T he publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland Contents 1 Emotions, Aesthetics and Wellbeing in Science Education: Theoretical Foundations ......................................................................... 1 Alberto Bellocchi , Cassie F. Quigley , and Kathrin Otrel-Cass Part I Aesthetics in Science Education 2 Back to the Drawing Board: Examining the Philosophical Foundations of Educational Research on Aesthetics and Emotions ........................................................................................... 9 Per-Olof Wickman 3 Taste for Science: A Bourdieu-Pragmatism Approach to Interest, Aesthetics and Learning ...................................................... 39 Per Anderhag 4 The Heart of the Educator: Aesthetic Experience Shaping Knowledge, Identity, and Passion ........................................... 55 Linda Hobbs and Leissa Kelly Part II Emotion and Affect in Science Education 5 Interaction Ritual Approaches to Emotion and Cognition in Science Learning Experiences ........................................................... 85 Alberto Bellocchi 6 Emotional Events in Learning Science.................................................. 107 Stephen M. Ritchie and Jennifer Beers Newlands 7 Emotions, Social Beings, and Ethnomethods: Understanding Analogical Reasoning in Everyday Science Classrooms ..................... 121 James P. Davis v vi Contents 8 Our Neighborhood: A Place for Heightening Emotional Energy in Science Education .................................................................. 141 Kristin Cook and Gayle Buck 9 Emotions: Connecting with the Missing Body ..................................... 165 Liv Kondrup Kristensen and Kathrin Otrel-Cass 10 Interest and Emotions in Science Education ........................................ 187 Morten Rask Petersen and Niels Bonderup Dohn 11 Science and the Arts: Curriculum Integration, Learning, and Emotions in Schools ......................................................................... 203 Tatiana Chemi Part III Wellness and Wellbeing in Science Education 12 Jin Shin Jyutsu and Ameliorating Emotion, Enhancing Mindfulness, and Sustaining Productive Learning Environments .......................................................................... 221 Kenneth Tobin , Konstantinos Alexakos , Anna Malyukova , and Al-Karim H. Gangji 13 The Role of Care in Environmental Education .................................... 249 Cassie F. Quigley and Renée Lyons 14 Afterword: Science Education and Promises of Aesthetics, Emotion and Wellbeing .......................................................................... 269 Steve Alsop Index ................................................................................................................. 287 About the Editors and Contributors Editors Alberto Bellocchi i s a researcher and academic at the Queensland University of Technology, Brisbane, Australia. He is currently a recipient of a 3-year funded research fellowship focusing on the interplay between social bonds and learning sci- ence. His broader research programme addresses teaching and learning within uni- versity pre-service teacher education classes and high school science classrooms. Cassie F. Quigley is an associate professor of science education at Clemson University. Her research works to expand the participation in and perspectives of science. In doing so, her work is community- and place-based. To date, she has explored these questions in a variety of settings, focusing attention on specifi c places to potentially broaden the scope of whose knowledge garners value in scien- tifi c and science education communities. Kathrin Otrel-Cass is professor MSO (with special responsibilities) in visual eth- nography at the Department of Learning and Philosophy at Aalborg University. She is an experienced science and technology education researcher primarily in classroom- based settings with a particular interest in the study of interactions and what this means for teaching practices and critical education research. vii viii About the Editors and Contributors Contributors Konstantinos Alexakos is a professor in the School of Education at Brooklyn College (CUNY) and at the Graduate Center at CUNY. His interests include teaching and learning with a focus on emotions, mind- fulness and wellness, including emotional bonds and fi ctive kinships (close personal friendships), coteach- ing, radical listening, cogenerative dialogues, emo- tional climate, breathing and mindful practices, with the goals of improving learning and teaching, personal wellness and the emotional climate in the classroom, as well as creating safe spaces for discussing challenging topics, valuing difference and learning from each other. Steve Alsop i s a professor and director of the graduate diploma in environmental sustainability in the Faculty of Education. He teaches courses and supervises graduate students in the fi elds of education, science and technol- ogy studies, environmental sustainability and interdisci- plinary studies. Steve has held a series of administrative appointments including associate dean (Research and Professional Development, York University), teaching studies area coordinator (Science, Roehampton Institute, University of Surrey, UK) and head of physics (Haverstock School, London, UK) and a series of honor- ary positions at the Froebel Institute, Roehampton University and the Universidad Baja California, Mexico. Per Anderhag has a PhD in science education and is working with school science development at Education Administration, City of Stockholm. His research inter- est is the difference teaching can make for students’ interest and learning in science. Alberto Bellocchi i s a researcher and academic at the Queensland University of Technology, Brisbane, Australia. He is the recipient of a 3-year funded research fellowship focusing on the interplay between social bonds and learning in science. His broader research programme focuses on learning and teaching science at high school science and in university pre-service teacher education classes and the role of emotions in learning. About the Editors and Contributors ix Gayle Buck i s a professor of science education at Indiana University. Her scholarship and teaching fore- grounds relationships across learner diversity and sci- ence. Her research focuses on student populations traditionally underserved by science education and neglected epistemological assumptions in science teaching and learning. Tatiana Chemi i s an associate professor at Aalborg University. She is the chair of Educational Innovation, where she works in the fi eld of artistic learning and creative processes. She is currently involved in research projects examining artistic creativity, arts-integrated educational designs in schools and the role of emotions in learning. In 2013, Aalborg University Press named her Author of the Year. Kristin Cook is an assistant professor of science education at Bellarmine University. She received her PhD at Indiana University in curriculum and instruc- tion, specializing in science education and environ- mental science. Kristin’s research focuses on engaging students and pre-service teachers with the community of science through exploration of socio- scientifi c issues. James P. Davis i s a researcher and lecturer at the Queensland University of Technology, Brisbane, Australia. James has a background in qualitative and quantitative research in health and science education. His current research focuses on analogical reasoning in science teaching and learning, the sociology of emotions in school science, micro-sociology and ethnomethodology.
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