Promoting Aesthetic Experiences in Science Lessons: A Proposal for Instruction

Abstract

Science education motivates students to be problem solvers who utilize scientific knowledge for the social problems that they encounter in their lives. However, for better solutions for the problem, just knowledge of scientific concepts would not be enough because students need to approach problems aesthetically also. Understanding social, cultural, and sociological bases of the problem and the values of people who own the problem should be considered in the solution. Therefore, that brings the need for aesthetic experiences in science education as well as cognitive experiences. From the Deweyan approach, an experience is an experience when it is supported by human values. The main characteristics of aesthetic experiences are that they transform abstract concepts into living ideas because the process makes people make sense of the parts, link to the whole, and perceive the world from different perspectives. Because they are not an absolute must, artworks are essential elements for the aesthetic experiences. With the use of artworks in instruction, students can have aesthetic experiences by transforming abstract concepts into living ideas and solve social problems more effectively. The study aims to connect the cognitive and aesthetic aspects of science and promote aesthetic experiences by using an artwork. A framework based on Deweyan aesthetic was used for pedagogical suggestions. With the use of the framework both cognitive and aesthetic perspectives were emphasized for social problems, and the concept of electrostatics and the interaction between science and society is underlined for the instruction.

Knowledge About Family and School Contribution in Academic Achievement: The Context of Schooling and Social Representations in India

“…The available model of academic achievement is based on marks and school performance which are observed to be influenced by school, ethnic background, intergenerational family predictors, and family parameters (Georgiou & Christou, 2000; Mandara et al, 2009; Reid & Heck, 2018). It is also noted recently (Güney, 2021) that student approach the science problem aesthetically which is connected to social, cultural, and values of people. The emphasis on the curriculum which cater to the diversity and cultural values generate better interaction with science and society.…”