Appreciating the beauty of science ideas: Teaching for aesthetic understanding

By Mark Girod, C. Rau, Adele C. Schepige. 2003

151 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/68bd39ef846724dc2c82f62f0321acb1defebe07

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Katrien J. van der Hoeven Kraft
2. Kevin J. Pugh
3. Jenefer Husman
4. Adam Kirn

In Education

1. Mark Girod
2. Katrien J. van der Hoeven Kraft
3. Kevin J. Pugh
4. Jenefer Husman

In Social Psychology

1. Katrien J. van der Hoeven Kraft
2. Kevin J. Pugh
3. Jenefer Husman
4. Adam Kirn
5. Allan Wigfield
6. Brett D. Jones

Citations in the corpus

• Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “…be brought out more clearly in inquiry-based field studies, especially if we hope to help our students understand how to think geologically and to start to make the connections between the formal classroom setting and the informal learning opportunities in their everyday lives (Girod et al., 2003).”
• Science, Art, and Experience: Constructing a Science Pedagogy From Dewey’s Aesthetics (2007, background): “While initial studies (Girod et al., 2003; Pugh, 2002) have confirmed the effectiveness of aspects of the pedagogical model described in this paper, what we present is largely a theoretical model (or set of ideas) derived from Dewey’s extensive philosophy of experience and aesthetics (i.”