Investigating the reflective opportunities of aesthetic experience in education

• Κύριος συγγραφέας: RAIKOU, NATASSA
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: Urray 2020
• Θέματα: Teaching practice, JATD, automatic, game descriptors; History, resonance, vibration, waves, cord; Comparatism, dietitian school, epistemic games, social practice of reference, didactic transposition; Serious games, education to sustainable development, experiential learning; Web simulation, experimental design, adaptive scaffolds, biology, high school; Inquiry, learning tool, social media and university students; Bac-3 and Bac + 3 project, chemistry, semiotic register, modelling process; Attrition, Science Teacher Education, Open and Distance Education, Pre-service Teachers; Teaching practices, JATD, didactic action, didactic game, practical epistemology; Analyse lexicométrique, analyse thématique, triangulation méthodologique, biodiversité, curriculum; Emotional and behavioural difficulties, social and emotional learning, teacher-student relationships; Aspects of adulthood, emerging adulthood, higher education students, roles of adults; Complex technological system, car, energy, environment, secondary education; Motivation, scientific career, school-university partnership, professional identity; Expert teacher, task, difficulty, prediction, technical drawing; Erasmus, student mobility, emerging adulthood, higher education, student development; Technical teaching, reform, Electric Engineering, French language, scientific subjects, difficulties; Ecological reasoning, nature’s predictability, two-tier questionnaire, nature views; Initial training, pedagogical knowledge learning, identification methodology, activity control feedback loop, aware and unaware learning; Force on the tooth, three dimensional perception, graphic representation, digital models; Teaching practices, TACD, practical epistemology, transactions, transistor; Critical Reflection, art in education, teachers’ education, university pedagogy, transformative learning; Student dropout, Greece, qualitative research, interview quality, stance of universalism; Immigrants, socio-economic status, habitus, educational aspirations and expectations, young people’s educational choices; Sentiment analysis, opinion mining, education, commercial systems, benchmark; Cognitive ergonomics, space ergonomics, computer laboratory; Science history, wave function, interpretation of quantum mechanics, epistemology; Listening, speaking, oral communication models, literacy practices; Vocational activities, descriptions, differences between teachers and practitioners, implications on education; Socioscientific issue, citizenship education, knowledge, play role, sustainable energies; Open Educational Resources (OER), Webquest, Sustainable Development; Situational Pedagogy, skills in professional communication, professional didactics; Abstraction, technicality, grammatical metaphor, nominalization, Systemic Functional Linguistics, History, Physical Science, Greek textbooks; Educational content, blackboard, morpho-dynamics, non temporalization of displacements in the gridlines

This study attempts an in-depth exploration into the educational possibilities of art. Initially, through an attempt at a bibliographic investigation, an analysis is made of the way in which, through works of art, we understand the world around us and we perceive reality. Subsequently, the criteria that important theoreticians raise for the educational exploitation of art, are explored. Then, based on this theoretical framework, through a longitudinal research, we investigate the reflective opportunities offered by the aesthetic experience in education. This research, took place in a pedagogical department of the University of Patras and consists of two phases: a) an initial research involving the systematic application of the 'Transformative Learning through Aesthetic Experience' method during their studies; and (b) a second survey of the same participants, six years after their graduation, through semi-structure interviews. The findings of the research not only reveal important information about the potential of using art for reflective activation, but also a critical analysis of a didactic subject, still on one condition though: to use, first of all, the appropriate, according to the theoretical criteria, works of art, and second, a well-organized methodological approach, such as the TLAE.