Using Science's Aesthetic Dimension in Teaching Science

Listening to Whales

“…Indeed, when asked, teachers typically identify their foremost practical challenge as trying to motivate today' s often disaffected students. To engage them, some educators advocate integrating aesthetics into science education more systematically (Flannery, 1991(Flannery, , 1992(Flannery, , 1993Girod et al, 2010). Aesthetic perspectives help contextualize scientific concepts and promote more meaningful learning.…”

Edvin Østergaard (Review): Sensing Beauty: The Aesthetics of Science

“…In a study of the potential of joining aesthetics and science learning, I attempt to broaden the different understandings of aesthetics (Østergaard, 2017). Researchers in science education use aesthetics in associations with the beauty of art (Pugh & Girod, 2007), the appreciation of nature (Flannery, 1992), the processes of doing science and the beauty of intellectual/scientific ideas (Wickman, 2006;Girod, 2007), and cognitive activities in students' learning (Girod et al, 2003;Root-Bernstein, 2002). Etymologically speaking, the term aesthetic relates to its Greek origin (aisthesthai, to perceive, watch, sense or observe), which implies that aesthetic experiences are sense experiences (Østergaard, 2019).…”

Earth at Rest

“…For example, Flannery (1992) lamented the knowledge level among biology students and, in general, the level of scientific literacy among the public. In this article, however, the focus is on students' weakened relation to the environment in the light of sustainability education.…”

“…These perspectives point at the specific cross-curricular potential between artists, art teachers and scientists and science teachers. Flannery (1992) claimed that emphasizing the aesthetic dimensions of science might link the science disciplines closer to one another because several aesthetic qualities are important in several fields. Teaching science in collaboration with artpositioning students Bin the path of potentially unfolding aesthetic experiences^ (Girod et al 2003, p. 579)-presupposes a learning environment that allows for synaesthetic experiences and creative participation.…”

“…Flannery (1992) used aesthetics in the meaning of beauty-of a scientific thought, in the experience of doing science, as well as in the scientist's appreciation of nature. One argument for including aesthetic dimensions in science courses is an enhanced perception of nature.…”