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  1. Pendulum Phenomena and the Assessment of Scientific Inquiry Capabilities.Paul Zachos - 2004 - Science & Education 13 (7-8):743-756.
  • Echoes and Shadows: A Phenomenological Reconsideration of Plato's Cave Allegory.Edvin Ostergaard - 2019 - Phenomenology and Practice 13 (1):20-33.
    In the cave allegory, Plato illustrates his theory of ideas by showing that the world man senses and tries to understand, actually only is a dim representation of the real world. We know the allegory for its light and shadow; however, there is also sound and echo in the cave. In this article, I discuss whether the narrative of the prisoners in the cave is in tune with an audial experience and whether an allegory led by sound corresponds to the (...)
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  • Goethe’s Conception of “Experiment as Mediator” and Implications for Practical Work in School Science.Wonyong Park & Jinwoong Song - 2018 - Science & Education 27 (1-2):39-61.
    There has been growing criticism over the aims, methods, and contents of practical work in school science, particularly concerning their tendency to oversimplify the scientific practice with focus on the hypothesis-testing function of experiments. In this article, we offer a reading of Johann Wolfgang von Goethe’s scientific writings—particularly his works on color as an exquisite articulation of his ideas about experimentation—through the lens of practical school science. While avoiding the hasty conclusions made from isolated experiments and observations, Goethe sought in (...)
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  • Child, Philosophy and Education:Discussing the Intellectual Sources of Philosophy for Children.H. Juuso - unknown
    The study analyzes the theoretical basis of the Philosophy for Children program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman's thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On the (...)
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  • Learning Science Through Aesthetic Experience in Elementary School : Aesthetic Judgement, Metaphor and Art.Britt Jakobson - unknown
    This thesis considers the role of aesthetic meaning-making in elementary school science learning. Children’s aesthetic experiences are traced through their use of aesthetic judgements, spontaneous metaphors and art activities. The thesis is based on four empirical studies: the first two examining children’s language use, i.e. the role of aesthetic judgements and the significance of spontaneous metaphors while learning science and the latter two dealing with how art activities mediate what elementary school children learn in science and what a variety of (...)
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  • Reflection and Perception in Professional Practice.Peter Erlandson - 2014 - Indo-Pacific Journal of Phenomenology 14 (1):1-11.
    For the last decade, reflection has been a major theme in discussions about professional skillfulness and the development of the competence of practitioners such as nurses and teachers. The intellectual pattern that has structured ambitions in relation to reflection is found mainly in Schön’s The Reflective Practitioner and the epistemological turn suggested there. In this text, however, I focus on a dimension that is often forgotten when professional practitioners are conceived of as being reflective, namely, perception. From the framework of (...)
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  • Pendulum Phenomena and the Assessment of Scientific Inquiry Capabilities.Paul Zachos - 2004 - Science & Education 13 (7-8):743-756.
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  • Earth at Rest.Edvin Østergaard - 2017 - Science & Education 26 (5):557-582.
    Focus of this article is the current situation characterized by students’ de-rootedness and possible measures to improve the situation within the frame of education for sustainable development. My main line of argument is that science teachers can practice teaching in such a way that students are brought in deeper contact to the environment. I discuss efforts to promote aesthetic experience in science class and in science teacher education. Within a wide range of definitions, my main understanding of aesthetic experience is (...)
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  • Romanticism and Romantic Science: Their Contribution to Science Education.Yannis Hadzigeorgiou & Roland Schulz - 2014 - Science & Education 23 (10):1963-2006.
  • The Lifeworld Earth and a Modelled Earth.Kalle Juuti - 2014 - Science & Education 23 (8):1663-1680.
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  • Encouraging a “Romantic Understanding” of Science: The Effect of the Nikola Tesla Story.Yannis Hadzigeorgiou, Stephen Klassen & Cathrine Froese Klassen - 2012 - Science & Education 21 (8):1111-1138.
  • Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective.Pulkki Jani, Dahlin Bo & Värri Veli-Matti - 2017 - Journal of Philosophy of Education 51 (1):214-229.
    Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...)
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  • Environmental Education as a Lived‐Body Practice? A Contemplative Pedagogy Perspective.Jani Pulkki, Bo Dahlin & Veli-Matti Värri - 2016 - Journal of Philosophy of Education 50 (4).
    Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...)
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