Exploration and Meaning Making in the Learning of Science
This original and unorthodox book summarizes the author’s present thinking about curriculum design and direct work with students. The author draws upon his varied experiences to present a case for the importance of direct engagement with phenomena and mat
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Bernard Zubrowski
Exploration and Meaning Making in the Learning of Science
Bernard Zubrowski Education Development Center, Inc. Newton USA
ISBN 978-90-481-2495-4 e-ISBN 978-90-481-2496-1 DOI 10.1007/978-90-481-2496-1 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2009929355 © Springer Science+Business Media B.V. 2009 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Acknowledgments
The following were very generous in giving their time to reading various chapters in the book and providing valuable feedback. Karen Worth, Rachel Hellenga, David Crismond, Paul Tatter, Richard Duschel, Susan Henry, Tracy Noble, Pat Campbell, and Joyce Gleason
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Contents
1 Characteristics of a Genetic Approach to Curriculum Design...............
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Mobiles and Balancing Toys......................................................................... The First Activity.......................................................................................... The Second Activity...................................................................................... The Third Activity......................................................................................... The Second Part – Balancing Objects Horizontally...................................... The Overall Scheme of These Activities....................................................... Psychological Movements............................................................................. Pedagogical Practices.................................................................................... Contextualizing the Object of Study............................................................. Archetypical Phenomena and Technological Artifacts................................. Multisensory Engagement............................................................................. Empathy........................................................................................................ Aesthetics...................................................................................................... Exploration and Play..................................................................................... Models and Analogies................................................................................... Philosophical Framework.............................................................................. Reference.......................................................................................................
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