ABSTRACT

In this paper, we analyse results from one classroom session within an 8-week program in which Year 10 students constructed ‘trash’ puppets of endangered Australian animals. In making the puppets and using them as part of a ‘theatre in a suitcase’ performance at Melbourne Zoo, students were expected to integrate both scientific and artistic goals to demonstrate knowledge of specific endangered species. In this process, students needed to learn how their more immediate, everyday positive and negative aesthetic responses could be made continuous with a scientific aesthetic to produce both a coherent puppet and an advocacy performance. Through micro-ethnographic practical epistemology analysis of video data of this session, we demonstrate how this mix of everyday and subject-specific aesthetic responses, judgements and intentions interacted to shape and promote students’ learning in science. In addressing this multimodal and multi-purpose task, students learnt and applied science knowledge to a real-world issue of species endangerment.

摘要

在本文中，我们分析了一个为期 8 周的课程中的一个课堂课程的结果，在该课程中，10 年级的学生制作了濒临灭绝的澳大利亚动物的“垃圾”木偶。在制作木偶并将它们用作墨尔本动物园“手提箱剧院”表演的一部分时，学生们需要结合科学和艺术目标来展示对特定濒危物种的知识。在这个过程中，学生需要学习如何使他们更直接的、日常的积极和消极的审美反应与科学审美连续，以产生连贯的木偶和宣传表演。通过对本次会议视频数据的微观民族志实用认识论分析，我们展示了这种日常和特定主题审美反应的混合，判断和意图相互作用以塑造和促进学生的科学学习。在解决这一多模式和多用途的任务时，学生学习并将科学知识应用于现实世界的物种濒危问题。