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Originally published by Bloodletting Press, this edition is illustrated by Cortney Skinner, features a new introduction, and contains thirty-two stories, including her Bram Stoker Award winner (“Stephen”) and two stories that were not in the Bloodletting edition. Massie’s fiction is known for its quality of strangeness, off-beat humor, deceiving…
*an empirical demonstration of the importance and specific roles of aesthetic experiences in learning science;
*a novel contribution to the current debate on how to understand motivation, participation and learning; and
*a new methodology of studying learning in action.
Part I sketches out the theoretical concepts of Wickman's practical epistemology analysis of the fundamental role of aesthetics in science and science education. Part II develops these concepts through an analysis of the use of aesthetic judgments when students and teachers are talking in university science classes. Part III sums up the general implications of the theoretical underpinnings and empirical findings for teaching and learning science. Here Wickman expands the findings of his study beyond the university setting to K-8 school science, and explicates what it would mean to make science education more aesthetically meaningful.
Wickman's conclusions deal to a large extent with aesthetic experience as individual transformation and with people's prospects for participation in an activity such as science education. These conclusions have significance beyond science teaching and learning that should be of concern to educators generally. This book is intended for educational researchers, graduate students, and teacher educators in science education internationally, as well as those interested in aesthetics, philosophy of education, discourse analysis, socio-cultural issues, motivation, learning and meaning-making more generally.