Encouraging Involvement with School Science

Hadzigeorgiou, Yannis; Stivaktakis, Stathis

doi:10.1080/15505170.2008.10411692

Cited by 16 publications

(17 citation statements)

References 42 publications

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“…In actual fact, the pedagogical justification of the inclusion of the arts in the science curriculum lies in the possibilities that the arts offer for immersion, prolonged creativity, and change of perception. And while immersion and prolonged creativity address the central and perennial problem of engaging students in science (Hadzigeorgiou & Stivaktakis, 2008), a change of outlook is considered an important goal of teaching in general and of teaching science in particular (Hadzigeorgiou, 2012(Hadzigeorgiou, , 2017Hadzigeorgiou & Schulz, 2014). Perhaps the most important characteristic of art, which can justify 'pedagogically' the inclusion of the latter in the school curriculum, is its power to charge emotionally that which it depicts.…”

Section: The Pedagogical Rationale For Integrating Art and Sciencementioning

confidence: 99%

Learning Science through the Arts: The Theory and the Educational Possibilities

Stivaktakis¹,

Eva²

2018

JAER

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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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Section: The Pedagogical Rationale For Integrating Art and Sciencementioning

confidence: 99%

Learning Science through the Arts: The Theory and the Educational Possibilities

Stivaktakis¹,

Eva²

2018

JAER

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“…Notwithstanding the benefits of such proposals -they indeed encourage engagement with school subjects -there is a question about the scope of the curriculum (e.g., what things beyond those that can be reduced to practical knowledge students actually learn) and most importantly about whether everything that students are supposed to learn can be reduced to practical problems and applications (Hadzigeorgiou & Konsolas, 2001;Hadzigeorgiou & Fotinos, 2007;Hadzigeorgiou & Stivaktakis 2008). …”

Section: The Educational Philosophy Behind the Lid Proposalmentioning

confidence: 99%

The «Learning in Depth» Proposal: Its Importance as a Science Curriculum Strand

Stivaktakis¹

2017

IJLTER

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«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.

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“…Generally student engagement in science is quite problematic (Hadzigeorgiou, 1997(Hadzigeorgiou, , 1999(Hadzigeorgiou, , 2008see also Pugh, 2004). In the context of Greek education, this is true even for students who study science, as they focus primarily on their entry into the university, thus leaving almost no room for studying related science topics or anything else.…”

Section: Rationale For the Action Research Projectmentioning

confidence: 99%

“…Central to this process is the posing of questions about the natural phenomena and the attempt to find answers to such questions (National Research Council -NRC, 1996, p. 214). Given the problem of engaging students in school science (Hadzigeorgiou, 2008), the question one is tempted to ask is how the process of asking questions can be initiated and sustained.…”

Section: Introductionmentioning

confidence: 99%

Using Nikola Tesla’s Story and His Experiments as Presented in the Film “The Prestige” to Promote Scientific Inquiry: A Report of an Action Research Project

Hadzigeorgiou

Garganourakis²

2010

Interchange

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This paper reports on an action research project undertaken with the primary aim of investigating the extent to which situations that evoke a sense of wonder can promote scientific inquiry. Given the intense interest, curiosity, and wonder that some students had begun to develop after seeing the film The Prestige, a science teacher used this film, which showed Tesla's demonstrations on the wireless transmission of electrical power, as a source of curiosity and wonder. The class that participated in this action research project was an 11 th grade class in a rural area of southern Greece. Through an analysis of students' journals, observation, informal discussions, and paper-and-pencil tests, it was found that students (a) became involved with Tesla's life and work, thus developing an interest in current electricity; (b) learned about the skin effect, the biological effects of AC and DC currents; and (c) better understood Ohm's law in their attempt to find out the degree of damage or injury a certain measure of current can cause. Moreover, some students began to develop scepticism and open-mindedness, in addition to their sense of wonder. The paper also presents a planning framework for teaching the Tesla story.

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Encouraging Involvement with School Science

Cited by 16 publications

References 42 publications

Learning Science through the Arts: The Theory and the Educational Possibilities

Learning Science through the Arts: The Theory and the Educational Possibilities

The «Learning in Depth» Proposal: Its Importance as a Science Curriculum Strand

Using Nikola Tesla’s Story and His Experiments as Presented in the Film “The Prestige” to Promote Scientific Inquiry: A Report of an Action Research Project

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