ABSTRACT

This overview gives a background for this special issue of the International Journal of Science Education on Aesthetics, affect, and making meaning in science education. Contributions to this special issue examine how and what kind of aesthetics of science is constituted when it meets the aesthetics of other practices (e.g. arts, mathematics, student lives), in and outside classrooms, and the consequences these encounters have for meaning-making and in learning science. It reviews various traditions and concepts used in studying aesthetics and affect in science education, their theoretical foundations and the different meanings these traditions assign to the concepts. The review spans from cognitivist, causal approaches to socio-culturally and pragmatically-oriented stances and examines the educational questions that these frameworks pose and resolve. The review makes a case that the socio-cultural and pragmatic frameworks adopted in the set of papers, focused on the continuity of aesthetic experience with meaning-making opens up fresh and powerful ways to support science teaching and learning. This review offers a backdrop against which the novelty of the individual contributions can be understood.

摘要

本概述为《国际科学教育杂志》关于科学教育中的美学、影响和意义的特刊提供了背景. 对本期特刊的投稿探讨了在课堂内外与其他实践（如艺术、数学、学生生活）的美学相结合时，科学美学是如何以及什么样的构成，以及这些相遇对意义建构和在学习科学。它回顾了在科学教育中研究美学和影响的各种传统和概念，它们的理论基础以及这些传统赋予这些概念的不同含义。审查范围从认知主义、因果方法到社会文化和务实导向的立场，并检查这些框架提出和解决的教育问题。审查提出了一个案例，即在一组论文中采用的社会文化和语用框架，专注于美学体验与意义创造的连续性，开辟了支持科学教学和学习的新鲜而有力的方法。这篇评论提供了一个背景，可以在此背景下理解个人贡献的新颖性。