Art and Science

IF 3.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mônica Regina Vieira Leite, Sandra Regina Teodoro Gatti, Giuliano Reis
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引用次数: 0

Abstract

Art and Science are often perceived as distant domains. In addition, as knowledge becomes increasingly specific, the lack of communication among Art and Science practitioners can intensify. As a result, the division (or fragmentation) of these fields limits a holistic understanding of themselves and the deep historical connection between them. On the other hand, when artists and scientists collaborate, they produce richer interpretations of reality. The present theoretical paper delves into the existing relationship between Art and Science as diverse but converging paths of understanding the complexity of the world and our place in it. In embracing this perspective, education emerges as a critical bridge to overcome dichotomous perceptions of knowledge production processes, especially in teacher education programs. Science education can benefit not only from the technical aspects of Art, but also from its philosophical and conceptual understanding, contributing to a more humane, creative, and comprehensive view of the natural world.

艺术与科学
艺术和科学常常被认为是遥远的领域。此外,随着知识变得越来越具体,艺术和科学从业者之间缺乏交流的情况可能会加剧。因此,这些领域的分裂(或碎片化)限制了对它们自身和它们之间深刻的历史联系的整体理解。另一方面,当艺术家和科学家合作时,他们会对现实产生更丰富的解释。这篇理论论文深入探讨了艺术与科学之间存在的关系,作为理解世界的复杂性和我们在其中的位置的多种多样但趋同的途径。在接受这一观点的过程中,教育成为克服对知识生产过程的二元认知的关键桥梁,特别是在教师教育计划中。科学教育不仅可以受益于艺术的技术方面,还可以受益于艺术的哲学和概念理解,有助于对自然世界形成更人性化、更有创造性和更全面的看法。
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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
期刊介绍: Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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