Young children’s imagination in science education and education for sustainability

Abstract

This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish preschool, and the data was collected 'in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

The Role of Art Practice in Elementary School Science

“…Fifth, adopting art in science education has the potential to promote children's fabrication of new and imaginative science-related ideas and problems as discussed by Gurnon et al (2013) and Katz-Buonincontro (2018). As shown in this study, when the children were engaged in constructing a highly complex science problem of concern, such as how the spinneret functions, art practice and imagination enhanced the science learning process (Caiman and Lundegård 2018;Root-Bernstein 2015). In accordance with Garrison and Dewey's notion of imagination, the act of Bdissolution of old objects^ (Dewey 1925(Dewey /1958) that is blending Bideas that can possibly reconstruct the situation^ (Garrison 1997, p. 96) was revealed.…”

“…Science practice is a cumulative enterprise, whereas art is not. However, both disciplines are regarded as emergent, open and not predetermined because as humans, we always contribute our own experiences and creativity (Caiman and Lundegård 2018).…”

Didaktik för naturvetenskap och hållbar utveckling - Fem former av demokratiskt deltagande <br/> Education for science and Sustainable Development - Four forms of Democratic Participation.

“…I tecknandet och i elevernas bildspråkliga handlingar (Lind, 2010) spåras deras egna dimensioner kring vad som är särskilt angeläget för dem vad gäller miljö -och hållbar utveckling (Flowers et al, 2015). När yngre barn genomlever fantasieggande processer i ett tecknande blandar de friskt olika erfarenheter och skapar därigenom något helt nytt i förhållande till de kniviga frågor om hållbarhet, "wicked problems", de ställs inför (Caiman & Lundegård, 2018). Varken lösningarna på problemen eller vilka syften de avser att uppnå är givna på förhand.…”

Opportunities for Education for Sustainability through multidimensional preschool science

“…Blanchet-Cohen (2008, p.257) states that children's involvement with the environment is both a goal in itself, and 'a means for children to explore and to define themselves in relation to others'. Moreover, the ability to use imagination, to be creative and to 'think outside the box' or 'strike out in new directions' is often put forward as key competences when dealing with the complexity and uncertainty of sustainability challenges (Caiman & Lundegård, 2018;Sandri, 2012, UNESCO 2017.…”