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Caiman, Cecilia; Jakobson, Britt – Science & Education, 2019
The aim of this study was to examine the role of aesthetic practice in elementary school and the consequences for children's meaning-making in science. More specifically, we intended to scrutinise what science learning emerges within the process, to target the consequences of adopting art practice in science class and to explore these two…
Descriptors: Elementary School Science, Science Instruction, Aesthetics, Teaching Methods
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Jakobson, Britt; Wickman, Per-Olof – Interchange: A Quarterly Review of Education, 2015
Here we examine the role art activities play in aesthetic experience and learning of science. We compare recordings of two sequential occurrences in an elementary school class. The purpose of the first sequence was scientific and involved the children in observing leaves with magnifiers. The second sequence had an artistic purpose, where the…
Descriptors: Elementary Education, Art Activities, Aesthetics, Science Instruction
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Lundin, Mattias; Jakobson, Britt – Cultural Studies of Science Education, 2014
In this text we compare children's expressions in drawings to their statements during interviews, for the purpose of understanding how different situations afford children to make meaning. In specific we study how two different activities interact and afford children to make meaning differently about the human body. The analytic attention is…
Descriptors: Interviews, Human Body, Freehand Drawing, Epistemology
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Jakobson, Britt; Wickman, Per-Olof – Research in Science Education, 2008
The role of aesthetic experiences for learning was examined in elementary school science. Numerous authors have argued for a science education also involving aesthetic experiences, but few have examined what this means empirically. Recordings of children's talk with each other and with the teacher during hands-on activities in nine different…
Descriptors: Elementary School Science, Science Activities, Aesthetics, Science Instruction
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Jakobson, Britt; Wickman, Per-Olof – Science & Education, 2007
This article examines the role elementary school children's spontaneous metaphors play in learning science. The data consists of tape recordings of about 25 h from five different schools. The material is analysed using a practical epistemology analysis and by using Dewey's ideas on the continuity and transformation of experience. The results show…
Descriptors: Elementary School Students, Elementary School Science, Figurative Language, Educational Environment