Session Information
Contribution
The aim of a three year period of field studies 2008-2011 into two school contexts (primary and secondary level) in an urban community in Norway is to contribute to the knowledge basis regarding the potential of combining art and science in order to develop design for learning models which open up multimodal, motivating and engaging learning spaces. This is done in order to contribute to innovative methods in teacher education. The concept educational design (Selander & Svärdemo,2008) or design for learning (Selander, 2008, p.34-35) is described as a theoretical lense which brings to the foreground how individuals in a meaning making process transform existing representations of the world and form new representations. The design perspective is influenced by Dewey’s focus on experience, socio cultural learning theory regarding situated learning and the social semiotic idea of multimodal learning (cf Kress 2010). The project contains different sub projects which are supposed to explore the overriding problem formulation what learning spaces that might be opened up and developed through a collaboration between art and science in school, in student teachers’ practice in school as well as in teacher education. “The budding researcher” is a central concept in the national science curriculum framework. This is a concept which we presume gives the necessary learning spaces. In this paper we will focus on the challenges and constraints which have influenced the subproject carried out in secondary school During intensive periods the pupils have elaborated issues connected to water as threat and hope at a local, national and global level through the Scottish storyline method (Mitchell-Barrett, 2010; Letschert, 2003). In this paper we present an ethnographic account regarding the study of the contextual frames for carrying out a cross-currical, thematic project where art and science are combined. The research question we seek an answer to is: Which design aspects are of importance for the forming of a space for an aesthetic approach to learning combining art and science in storyline?
The combination of art and science is formulated as an aesthetic approach to learning. (Cf Peleg & Baram-Tsabari, 2010;Wickman & Jakobson, 2009) Ødegaard, 2003)
This study is a part of a EU-FP 7 project called S-Team (Science Teacher Education) and the results will be shared within the consortium of 25 participant teacher educations throughout Europe
Method
Expected Outcomes
References
Fairclough, N. (2008). Kritisk diskursanalyse. (First published in English 1992). København: Hans Reitzels Forlag. Kemmis, S. & Smith, T.(eds.) (2007). Enabling praxis: challenges for education. Rotterdam: Sense Publishers. Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. NewYork: Routlegde. Kullberg, B. (2004). Etnografi klassrummet. (Second edition). Lund: Studentlitteratur. Letschert, J. (2003). The line untwined. A critical reflection on the Storyline approach to learning and teaching. Twente: Netherlands Institute for Curriculum Development. Mitchell-Barrett, R. (2010). An analysis of the Storyline meyhod in primary school; its theoretical underpinnings and its impact on pupils’ intrinsic motivation. University of Durham. (Diss.) http://etheses.dur.ac.uk/487/ (Accessed 15.01. 2011). Peleg, R. & Baram-Tsabari, A. (2010). Atom Surprise: Science Theater under Investigation. Paper presented at 2010 NARST Conference Selander, S. (2008). Tecken för lärande – tecken på lärande. Ett designteoretiskt perspektiv. In A-L. Rostvall & S. Selander (eds.) Design för lärande, pp. 28-58. Uppsala: Norstedts. Selander, S. & Svärdemo-Åberg, E. (eds.). (2008). Didaktisk design i digital miljö. Stockholm: Liber. Wickman, P-O. & Jakobson, B. (2009). Estetiska lärprocesser I naturvetenskap – att behandla en förgiftning. In F. Lindstrand & S. Selander (eds.), Estetiska lärprocesser, pp.127-152. Lund: Studentlitteratur. Ødegaard, M. (2003). Dramatic Science. A Critical Review of Drama in Science Education. Studies in Science Education, 39 (1), pp. 75-101.
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