Dancing and Learning Natural Sciences: Aesthetics, Embodied Knowledge and Classroom Interaction.
2016 (English)In: International Journal of Science, Mathematics and Technology Learning, ISSN 2327-915X, Vol. 23, no 3, 15-32 p.Article in journal (Refereed) Published
This article presents a teaching and learning program in natural sciences starting from the aesthetic expression of dance as the agent in seeking knowledge and meaning. The program was originally conceived as a joyful, effective and threshold lowering activity for learners apprehensive about the science curriculum subject, including students in teacher training. It has been further developed as a mode to visualize learners’ amassed previous science subject knowledge while dancing together. Pre-knowledge is seen as the base for further investigation of the field of knowledge and its adherent concepts and axioms. The program’s overall object is to establish a fruitful interactive space of learning where aesthetic literacy and scientific literacy are enhanced and interplay gainfully. Lesson observation data are presented, indicating intensive classroom interaction on a range of levels crucial to learning, as well as increased learning goals achievement. Suggestions are made for further investigation of teaching and learning modalities in the intersection of aesthetic and science literacies.
Place, publisher, year, edition, pages
Common Ground Publishing, 2016. Vol. 23, no 3, 15-32 p.
aesthetics in learning, teaching and learning natural sciences, knowledge embodiment, classroom interaction
IdentifiersURN: urn:nbn:se:sh:diva-30835ScopusID: 2-s2.0-84995945022OAI: oai:DiVA.org:sh-30835DiVA: diva2:1037425