Interactive dynamics of imagination in a science classroom
Jaakko Hilppö, Antti Rajala, Tania Zittoun, Kristiina Kumpulainen & Lasse Lipponen
| Résumé |
In this paper, we introduce a conceptual framework for researching
the dynamics of imagination in science classroom interactions.
While educational interest in imagination has recently increased,
prior research has not adequately accounted for how imagination is
realized in and through classroom interactions, nor has it created
a framework for its empirical investigation. Drawing on a theory of
imagination situated in cultural psychology (Zittoun et al., 2013;
Zittoun & Gillespie, 2016), we propose such a framework. We
illustrate our framework with a telling case (Mitchell, 1984) of
imagination from a Finnish primary science classroom community. Our
illustration focuses on the dynamics of imagination as it unfolds in
classroom interactions and how qualitatively distinct loops of
imagination are formed. In specific, we show how the students’
meaning making expands in time and space and can become more
refined and differentiated through loops of imagination and their
dynamics. In all, our paper argues that imagination is a
constitutive element of science learning. Our proposed conceptual
framework provides potential avenues for further empirical research
on the dynamics of imagination in science learning and teaching. |
| Mots-clés |
Imagination; Science Learning; Classroom Interaction; cultural psychcology |
| Citation | Hilppö, J., Rajala, A., Zittoun, T., Kumpulainen, K., & Lipponen, L. (2016). Interactive dynamics of imagination in a science classroom. Frontline Learning Research, 4(4), 20-29. |
| Type | Article de périodique (Anglais) |
| Date de publication | 24-12-2016 |
| Nom du périodique | Frontline Learning Research |
| Volume | 4 |
| Numéro | 4 |
| Pages | 20-29 |
| URL | http://journals.sfu.ca/flr/index.php/journal/article/view... |
| Liée au projet | Imagination |