Originally published in 1953.
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One of the first to examine the topic, this book takes a theoretical approach to understanding the process of imagining science in education. The authors utilize a number of interpretive studies in both science and science education to describe and contrast two opposing forces in the imagination of science in education: epicization and novelization. Currently, they argue, the imagination of science in education is dominated by epicization, which provides an absolute past of scientific heroes and peak discoveries. This opens a distance between students and today’s scientific enterprises, and contrasts sharply with the wider aim of science education to bring the actual world of science closer to students.
To better understand how to reach this aim, the authors offer a detailed look at novelization, which is a continuous renewal of narratives that derives from dialogical interaction. The book brings together two hitherto separate fields of research in science education: psychologically informed research on students’ images of science and semiotically informed research on images of science in textbooks. Drawing on a series of studies in which children participate in the imagination of science in and out of the classroom, the authors show how the process of novelization actually occurs in the practice of education and outline the various images of science this process ultimately yields.
This book discusses the kind of imaginative thinking which is going on all the time without producing the masterpieces of art and culture. The author brings together the body of educational theory, psychological theory and some general opinions about imagination, to provide an account of everyday imagining for educationalists, psychologists, teachers and parents.
The book will inspire teachers and head teachers seeking to make their practice more genuinely educational. The authors capture the current opinion that primary schools can begin to reclaim some of their autonomy, be innovative and become more creative.
Based on wide ranging research, the book sets out to revive the creative alternative to
the rigid and impoverished learning experienced by too many primary school children.
- Trace the origins and history of the child-centred tradition
- Set out its fundamental beliefs and values
- Explore its place in education today
This book is for teachers, school governors, local authority officers, undergraduate and postgraduate teacher training, and professional development courses.
The book should be particularly welcome to all concerned with education in view of the present stress on child-centred education and on the development of individual children’s abilities, especially their powers of original thought and search to the full.