Aesthetic processes in science education: art based science education

Abstract

Educational processes carried out for information transfer highly hinder the fulfillment of the goals expected to be achieved through learning experiences. In the present study, the place and importance of the usually neglected “imaginary” learning are investigated. Unlike “conceptual” learning dominating the educational processes particularly in the field of science education, this imaginary learning is underutilized. In the present study, in light of the literature review, the potential of artistic and literary communication based on imaginary language to have impact on learning experiences is explained, and based on this, suggestions are made to capitalize on artistic and literary genre for science education.