«The Learning in Depth» idea has been proposed by educational theorist Kieran Egan. It is based on the recognition that engaging students imaginations presupposes a significant amount of knowledge. Even though a simple idea, it has nonetheless the potential to transform education, in the sense that students will have the opportunity to develop in-depth knowledge about a topic, and, at the same time, inquiry skills and their creative imagination. This paper provides a brief description of the «Learning in Depth» (LiD) proposal, and then proceeds to the task of putting it in the science education context by discussing the problem of content selection and the problem of evaluating the results of its implementation.
Abstract:The primary purpose of this paper is to highlight the crucial importance of integrating art with science. To do so the paper provides a justification of the inclusion of the arts in the science curriculum, by drawing extensively on both theoretical and empirical work. Thus the paper discusses both the epistemological rationale and the pedagogical rationale behind the integration of art and science. It then provides concrete examples as teaching/learning possibilities with regard to the teaching and learning of science through the arts. The paper makes it quite clear that the inclusion of the arts in the science curriculum can be justified on both epistemological and pedagogical grounds and not simply because the inclusion of the arts makes science learning interesting.
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