Titlebook: Exploring Emotions, Aesthetics and Wellbeing in Science Education Research; Alberto Bellocchi,Cassie Quigley,Kathrin Otrel-Cas Book 2017 S

災(zāi)難

keloid

The Role of Care in Environmental Educationus and distinguish between teaching students about environmental problems and telling students what actions should be taken on education and advocacy (Johnson and Mappin, Environmental education and advocacy: changing perspectives of ecology and education. Cambridge University Press, Cambridge, 2005

AWL

Afterword: Science Education and Promises of Aesthetics, Emotion and Wellbeingto teach ourselves new ways of thinking, of feeling, of sensing and relating in science education. Drawing on affect theory and personal experiences, this chapter offers a series of reflections on the edited collection. I explore some of the promises, possibilities and politics of aesthetics, emotio

使人入神

A Primer of Inland Vessel Maneuverability,have a more empirical approach to examining the continuity and roles of aesthetics and emotions as people proceed with their situated undertakings. The chapter concludes with an exposé of science education research that has begun to adopt synthetic approaches to examine the role of emotion and aesthetics.

Neonatal

放逐

Heiner Klock,Hans-Stefan Siller Danish case of integration of art and science. I will conceptualize emotions from a holistic, embodied perspective. Aesthetics is here approached as the engagement of the senses and is looked at as a potential learning tool across the arts and sciences.

LUCY

創(chuàng)新

armistice

Science and the Arts: Curriculum Integration, Learning, and Emotions in Schools Danish case of integration of art and science. I will conceptualize emotions from a holistic, embodied perspective. Aesthetics is here approached as the engagement of the senses and is looked at as a potential learning tool across the arts and sciences.

Morose

1879-7229 ical/philosophical positions on these phenomena.Lays out theThis book addresses new research directions focusing on the emotional and aesthetic nature of teaching and learning science informing more general insights about wellbeing.? It considers methodological traditions including those informed by