(Re)Imagining Science Education Through Wonder: Incorporating Aesthetics in Preservice Teacher Science Education

• In Event: Reimagining Equity in Science Education

Abstract

This research explores how a class project titled, “Beauty and Aesthetics in Science”, impacted students’ understanding of the nature of science from exploring the beauty of the natural world. Preservice teachers were asked to choose something in nature that they were curious about, research the science behind the topic, maintain a journal, and prepare an aesthetic expression of their discovery. Drawing on a hermeneutic framework for data analysis, the results found that the students' definition of science reflected a more complex and more sophisticated understanding of science education. Being given the permission to wonder, students found having choice and freedom in their topic was a powerful way to deepen their engagement with nature specifically, and with science in general.

Authors

• Sharon P. Pelech, University of Lethbridge

• David Blades, University of Victoria