Opening Possibilities in Experimental Science and its History: Critical Explorations with Pendulums and Singing Tubes

Cavicchi, Elizabeth

doi:10.1007/s10780-008-9073-0

Cited by 13 publications

(5 citation statements)

References 22 publications

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“…The usual academic guideposts are set aside. We are not alone; we find companionship and inspiration in the human, historical and natural worlds (Cavicchi, 2008(Cavicchi, , 2009(Cavicchi, , 2011(Cavicchi, , 2014(Cavicchi, , 2017(Cavicchi, , 2018(Cavicchi, , 2019(Cavicchi, , 2021(Cavicchi, , 2022).…”

Section: Seminar Context With Historical Companionsmentioning

confidence: 99%

Curiosity Opens Relationships of the World and with Others: Narratives from Doing Teaching and Learning Through Curiosity

Cavicchi

2024

Interchange

Self Cite

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What potentials does curiosity bear for education? Some characterizations portray curiosity as self-motivated search for answers, a drive conformable with conventional education’s imperative for correct answers. For participants in this study, curiosity engages them with their relationships to the world. This article examines curiosity from along my developing in learning and teaching. While school settings limited or excluded curiosity, both for me as a student and as a teacher, it relates how I encountered the value of curiosity in examples of my father, mentors, and other experiences. Beginning with a gradual and uncertain process, I transitioned from being an educator bound by conventional expectations, to a teacher-researcher creating environments where learners’ expressions and acts of curiosity constitute the educational work that I actively support and seek to extend. Curiosity in the classroom generates trajectories and engagements that differ from conventional instruction. This article demonstrates and researches the educational work of curiosity, through contextual narratives from my teaching as a beginner at accommodating students’ curiosity, and from my recent teaching, where students and I more fully commit to the relational and educational possibilities of encouraging curiosity. In facilitating these experiences, I apply the research pedagogy of Eleanor Duckworth, ‘critical exploration in the classroom’. In narratives from my teaching, curiosity propels exploring relationships among: floating and sinking; trees, leaves and acorns; dye in water; maple sap sweetness; bubbles in water; and permutations of objects. Provocations from historical works include: Leonardo’s drawings; Hooke’s and Ramón y Cajal’s microscopy; Keats’ “negative capability”; Dewey’s reflections on interdependency among children and adults; and children’s creations in Reggio Emilia preschools. As experience builds through curiosity, relations deepen in ways simultaneously unadulterated—exploring unconstrained—and unchildlike—sustaining commitment. Participants characterize our process as having “No End Goal” imposed from outside themselves, unlike formal instruction that suppresses personal curiosity in favor of pre-ordained goals. The natural world, opened by curiosity, embodies ever-emerging relationships that accommodate concurrent widening and deepening of learners’ involvement and realizations. Learning experiences happening through relationships are infused with emotion, aesthetic qualities, and social connections and concerns.

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Section: Seminar Context With Historical Companionsmentioning

confidence: 99%

Curiosity Opens Relationships of the World and with Others: Narratives from Doing Teaching and Learning Through Curiosity

Cavicchi

2024

Interchange

Self Cite

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“…Appreciation and insights deepen when seemingly simple processes turn out to be much more complicated than expected. ‘Anomalies or unexpected behaviours,’ writes Cavicchi (2008 , p. 419), ‘attract [the] historical experimenter’s interest, giving rise to new investigations and observations that branch out by nonlinear paths.’…”

Section: Analysis – In the Office On The Stage And On The Bikementioning

confidence: 99%

Speculative sewing: Researching, reconstructing, and re-imagining wearable technoscience

Jungnickel

2022

Soc Stud Sci

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This article contributes to Science and Technology Studies (STS) literatures on ‘making and doing’ by describing and analysing the practice of researching, reconstructing, and reimagining archival clothing patent data. It combines feminist speculation and reconstruction practices into what I term ‘speculative sewing’. This involves stitching data, theory and fabric into inventions described in patents and analysing them as three-dimensional arguments. In the case here, of 1890s British women’s convertible cycle wear, I examine how inventors used new forms of clothing to challenge socio-political restrictions on women’s bodies in public space and help them make alternate claims to rights and entitlements. I argue that translating text and images into wearable data renders lesser-known technoscience stories visible and (more) knowable and transforms clothing (back) into material matters of public concern.

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“…Matthews, 2014;Monk & Osborne, 1997;Shapin, 1992), an increasing number of reform documents and research studies have attended to its potential roles in illuminating NOS aspects (Allchin, 2013;Monk & Osborne, 1997;NRC, 1996;NGSS Lead States, 2013;Rudge & Howe, 2009). During the past two decades, more specific suggestions have been made for using famous historical experiments for educational purposes, and its usefulness in prompting novel questions, ideas and important issues in science disciplines has been discussed (Allchin et al, 1999;Cavicchi, 2006Cavicchi, , 2008aCavicchi, , 2008bCrawford, 1993;da Silva, Pinto, & Ferreira, 2018;Heering, 2000Heering, , 2007Heering, , 2012. For example, Chang (2011) recently proposed that historical experiments can make significant contributions to NOS understanding, using the example of complexities in the boiling point of water, and also that students can develop sophisticated NOS understandings through replicating experiments from the past.…”

Section: History Of Science and Nosmentioning

confidence: 99%

Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks

Park

Yang

Song

2020

International Journal of Science Education

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Research on nature of science (NOS) have confirmed that students' understanding of NOS is best achieved by explicitly considering NOS a cognitive learning expectation and providing opportunities to reflect on it. However, little has been discussed on how to design and use tasks enhancing students' NOS understanding. In an attempt to fill this gap, we analysed the way NOS tasks are used in seven textbooks for a new subject 'scientific inquiry and experimentation' in Korea. Our analysis of 84 tasks led to three categories being identified: guiding to NOS ideas, expanding NOS understanding and thinking critically about NOS. Whereas the majority of the textbook tasks were used as guides to declarative NOS ideas, few tasks invited students to think critically about controversial aspects of NOS. Most tasks were pointed at the epistemic aspects related to scientific methods or knowledge, while the social aspects of science were seldom addressed. Besides, the number and diversity of NOS tasks varied significantly across different publishers. Based on these findings, we call for more strategic and systemic use of NOS tasks in science textbooks, including the use of diverse tasks in proper manners and sequences, as a crucial step to successful NOS instruction in schools.

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Opening Possibilities in Experimental Science and its History: Critical Explorations with Pendulums and Singing Tubes

Cited by 13 publications

References 22 publications

Curiosity Opens Relationships of the World and with Others: Narratives from Doing Teaching and Learning Through Curiosity

Curiosity Opens Relationships of the World and with Others: Narratives from Doing Teaching and Learning Through Curiosity

Speculative sewing: Researching, reconstructing, and re-imagining wearable technoscience

Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks

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