Taste for science: bridging the Cartesian divide between interest and cognitive learning in science?
2015 (English)Conference paper, Abstract (Refereed)
Emotions, aesthetics and affect are natural elements in everyday science classroom practice, but our understanding of their role for learning in science is limited. It has been suggested that the epistemological tradition of approaching human conduct as essentially separated intovarious dualisms, such as social-mental, emotion-cognition, fact-value, body-mind and so forth, can explain why affect and learning have received so relatively little attention from the science education research field. This theoretical paper addresses some of these issues by discussing how the concept of taste, which is grounded in the works of Pierre Bourdieu and pragmatism research on aesthetics and learning, can be used for approaching cognition, norms, and values as simultaneously transacted in classroom action.
Place, publisher, year, edition, pages
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-125400OAI: oai:DiVA.org:su-125400DiVA: diva2:892623
Education Research Association (ESERA) 2015, Helsinki, Finland, August 31 - September 4, 2015