ABSTRACT

Researchers have argued that a central goal of science education is to transform students' out-of-school experiences, so that students have aesthetic experiences of the world that would not otherwise be available to them. The goal of this paper is to articulate a set of design principles that support this goal. In doing so, I will first position this as a problem of transfer, and describe a perspective on transfer in which an idea or experience is not so much abstracted from its original context, but one in which the learning context incorporates out-of-class contexts, and vice versa. After characterising a range of context domains that may be positioned intercontextually, I will argue that such transfer of scientific activity is fostered in classrooms that are themselves intercontextual: where out-of-class contexts are invoked by students in scientifically consequential and aesthetically meaningful ways as they develop and vet ideas. I develop a taxonomy of intercontextuality and describe classroom episodes of such intercontextuality from an undergraduate course that shows evidence of high transfer of aesthetic experience. I then offer suggestions for how elements of course design may support students in such aesthetic experiences.

摘要

研究人员认为，科学教育的一个核心目标是改变学生的校外经历，使学生拥有他们无法获得的世界审美体验。本文的目标是阐明支持这一目标的一组设计原则。在这样做时，我将首先将其定位为迁移问题，并描述一种关于迁移的观点，其中一个想法或经验不是从其原始上下文中抽象出来的，而是学习上下文包含课堂外的一种观点。上下文，反之亦然。在描述了一系列可能位于跨语境的背景域之后，我将论证这种科学活动的转移是在本身是跨语境的教室中培养的：学生在开发和审查想法时以具有科学意义和美学意义的方式援引课外背景。我开发了一种互文性分类法，并从一门本科课程中描述了这种互文性的课堂情节，证明了审美经验的高度转移。然后，我就课程设计元素如何支持学生进行这种审美体验提出建议。