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|Other Titles:||The Aesthetic Dimensions of Science, Its Instruction and the Related Problems|
National Taiwan Normal University Science Education Center
Undoubtfully, the aesthetic dimensions of science have been neglected for a long time. The purpose of this paper is to discuss the aesthetic dimensions of science, its instruction and the related problems. School science always gives students the impression that science is difficult, abstract and irrelevant to t heir everyday life . It is caused by ignoring the humanistic dimensions of science. In fact, aesthetic dimensions of science can be reflected not only on the beauty of Nature, scientific experiments and theory, but also on the spirits and attitudes of the scientists they show out in the process of scientific inquiry. If we discuss the aesthetic dimensions of science in science instruction, we can encourage the student to appreciate science, to give them a truer picture of the scientific inquiry, to foster their positive attitudes toward science, to motivate them to learn science and to apply it to their lives actively. In classroom practice, we suggest that teachers organize the teaching materials from the beauty of Nature to the other parts of aesthetic dimensions of science, discuss the aesthetic dimensions of science or share them with the students, and assess students' learning by observing, posing questions or using portfolio to record their improvement on the cognition or affection in aesthetic dimensions of science. However, developing the instruction of aesthetic dimensions of science in Taiwan is faced with several difficulties, such as the lack of research on teaching aesthetic dimensions of science, the lack of aesthetic understanding of the teacher in science, and lack of teaching materials .
|Appears in Collections:||科學教育月刊|
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