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Taste for Science: A Bourdieu-Pragmatism Approach to Interest, Aesthetics and Learning
Stockholm University, Faculty of Humanities, Department of Teaching and Learning.ORCID iD: 0000-0002-5547-5834
Number of Authors: 12017 (English)In: Exploring Emotions, Aesthetics and Wellbeing in Science Education Research / [ed] Alberto Bellocchi; Cassie Quigley; Kathrin Otrel-Cass, Springer, 2017, p. 39-54Chapter in book (Refereed)
Abstract [en]

In this chapter I discuss how the concept of taste for science may be used for analysing science learning as situated in a social and cultural context. The concept of taste is grounded in pragmatism research and the works of Pierre Bourdieu and was originally developed as an action-oriented methodology for studying how students’ interest in science transforms through classroom talk and action. Through empirical examples coming from previous classroom studies, this chapter demonstrates how taste can be used for exploring how norms, aesthetics and cognition are transacted when students learn science. As argued in this chapter, the methodology may therefore serve as a tool for studying norms, feelings and emotions as intertwined with, rather than separated from, cognition.

Place, publisher, year, edition, pages
Springer, 2017. p. 39-54
Series
Cultural Studies of Science Education, ISSN 1879-7229, E-ISSN 1879-7237
Keywords [en]
Social Practice, Science Classroom, Aesthetic Experience, Science Education Research, Aesthetic Judgement
National Category
Didactics
Identifiers
URN: urn:nbn:se:su:diva-220043DOI: 10.1007/978-3-319-43353-0_3ISBN: 978-3-319-43351-6 (print)ISBN: 978-3-319-43353-0 (electronic)OAI: oai:DiVA.org:su-220043DiVA, id: diva2:1787722
Available from: 2023-08-14 Created: 2023-08-14 Last updated: 2023-08-16Bibliographically approved

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Anderhag, Per

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