Overview

This book provides a broad and deep rationale for various pedagogical practices associated with the teaching of science. The main thesis of this book is that the exploratory phase of scientific inquiry is undervalued and its purpose misunderstood. Furthermore, there is a need for an expanded conception or alternative way of thinking about the so called learning cycle that has been frequently cited as the pedagogical model for a fair number of curriculum programs. A pedagogical model is proposed that recognizes learning cycles as ones that build on each other in an in-depth developmental manner. It presents an alternative paradigm that gives more attention to the motivation of students and assigns an essential role for student input. The overall goal is to move the reader to think more holistically about the practice of science education. This original and unorthodox book summarizes the author's present thinking about curriculum design and direct work with students. The author draws upon his varied experiences to present a case for the importance of direct engagement with phenomena and materials. He argues that this practice is more than a matter of motivating students to become engaged in inquiry. The first four chapters lay out different levels of a pedagogical approach and an overall theoretical orientation. The middle chapters focus on what might be called sensory knowledge. These are concerned with the role of different sensory engagement, movement as related to gestural representation and the role of empathy in exploration. The last four chapters are about the role of aesthetic, play, variable exploration and metaphor in their shaping of science education experiences. Each chapter is introduced with a scenario or case study describing the behavior and talk of elementary or middle school students. The intention of these scenarios is to help the reader stay grounded while considering the more abstract development of research reports and broader philosophical issues.

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