REIMAGINING SCIENCE EDUCATION: THE TELL-US PROJECT, A JOURNEY TOWARDS LEARNING THROUGH ART
DOI:
https://doi.org/10.59666/Arete.1984-7505.v23.n37.3766Keywords:
Science education, Art, Educational exhibitionAbstract
One of the main barriers facing science education is the perceived lack of connection of science teaching with students' real life or areas of interest. This is more of a challenge for non-scientists. Consequently, this can lead to the experience of a feeling of frustration and disinterest towards these subjects. The Tell-Us project is committed to making science more accessible, relevant, and stimulating for everyone, regardless of previous academic background. Through the synergy between art and science, the viewer is offered an alternative perspective that can aid the understanding of complex scientific concepts. Conceived as a didactic art exhibition, Tell-Us uses powerful visual representations to bring the viewer closer to topics related to geology, astronomy, meteorology, and astrophysics. The result is a project that shows the capacity of art to make science more attractive and understandable for non-scientists. Simultaneously, it enriches general scientific understanding by offering the possibility of new perspectives and methods for exploring and communicating scientific ideas.
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BURKE, Edmund. Indagación Filosófica sobre el Origen de Nuestras Ideas Acerca de lo Sublime y de lo Bello. Tradução: Carlota Fernández-Jauregui. Madrid: Alianza Editorial, 2023. Título original: A Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful.
CERNUDA, Amador. La metodología de la investigación en la formación de artistas (sinergias de ciencia y arte). In: PINTADO, T.; RAMIRO. T.; BERMÚDEZ, M.P. (comps.) XII Foro sobre la evaluación de la calidad de la educación superior y de la investigación FECIES. Granada: Asociación Española de Psicología Conductual AEPC, 2015, p.431-436.
CLEWIS, Robert. R. The Kantian Sublime and the Revelation of Freedom. Cambridge: Cambridge University Press, 2009.
CHATTERJEE, A.; VARTANIAN, O. Neuroaesthetics. Trends in Cognitive Sciences, Massachusetts, v. 20, n.7, p. 370-382, 2016.
CONRADTY, C.; BOGNER, F. X. From STEM to STEAM: How to Monitor Creativity. Creativity Research Journal, Philadelphia, v. 32, n. 3, p. 233-240, 2020. https://doi.org/10.1080/10400419.2018.1488195
CRUTZEN, P. J.; STOERMER, E. F. The Anthropocene. IGBP Global Challenge Newsletter, Stockholm, n. 41, p. 17-18, 2000. Disponível em: http://www.igbp.net/download/18.316f18321323470177580001401/1376383088452/NL41.pdf. Acesso em: 18 fev. 2024.
CRUZ, Francisco. Estética de lo sublime. Analecta: Revista de Humanidades, Viña del Mar, n.1, p.135-142, 2006. Disponível em: https://dialnet.unirioja.es/servlet/articulo?codigo=2279769. Acesso em: 3 fev. 2024.
EDE, Sîan. Art & Science. 2nd ed. London: I.B. Tauris, 2012.
GARCÍA, José. Sobre el Estilo. Sobre lo sublime. Madrid: Gredos, 1979.
GREEN, M.B.; SCHWARZ, J.H. Anomaly Cancellation in Supersymmetric D=10 Gauge Theory and Superstring Theory. Physics Letters B, Amsterdam, v.149, n.1-3, p. 117-122, 1984. https://doi.org/10.1016/0370-2693(84)91565-X.
HADZIGEORGIOU, Yannis. Imaginative science education. The central role of imagination in science education. Switzerland: Springer International, 2016. https://doi.org/10.1007/978-3-319-29526-8
KANT, Immanuel. Observaciones Acerca del Sentimiento de lo Bello y lo Sublime. Trad. Luis Jiménez. Alianza, 2015. Título original: Beobachtungen über das Gefühl des Schönen und Erhabenen.
KLEIN, Stefan; FRISCH, Shelley. Leonardo's Legacy: How Da Vinci Reimagined the World. Da Capo Press Inc, 2010.
LEDER, H. et al. A Model of Aesthetic Appreciation and Aesthetic Judgments. British Journal of Psychology, Leicester, v. 95, n.4, p.489-508, 2004.
LYOTARD, Jean François. Answering the Question: What Is Postmodernism? In: DOCHERTY, T. (Ed.), Postmodernism: A Reader. Hertfordshire: Harvester Wheatsheaf, 1993, p. 35-46.
LONGINO. Sobre lo sublime. Tradução: José García. Madrid: Biblioteca Clásica Gredos, nº 15, 1979. Título original: Perì hýpsous.
MALDACENA, Juan. The Large N Limit of Superconformal Field Theories and Supergravity. Int. J. Theor. Phys., n.38, p.1113–1133, 1998. doi:10.1023/A:1026654312961.
MARIN, Louis. Sublime Poussin (Meridian: Crossing Aesthetics). Tradução: Catherine Porter. Stanford University Press, 1999. Título original: Sublime Poussin (L’ordre philosophique).
MATA, E. et al. Arte y ciencia en la docencia universitaria. In: ZÚÑIGA, J.P. (ed.) Visiones de la pedagogía universitaria desde la UNA: un legado para la educación costarricense. Heredia: EUNA, 2015, p.121-133.
MORENO, Manuel José. Ánima Mundi. La silenciosa presencia de lo inconsciente. Barcelona: Ed. Obelisco, S.A., 2016.
OLIVIER, Bert. Revisiting the Sublime in Painting. South African Journal of Art History, Pretoria, v.15, n.1, p.96-101, 2001. Disponível em: https://repository.up.ac.za/bitstream/handle/2263/14520/Olivier_Revisiting%282000%29.pdf?sequence=1&isAllowed=y. Acesso em: 27 fev. 2024.
PENROSE, Roger. Cycles of Time: An Extraordinary New View of the Universe. London: The Bodley Head, 2010.
ROOT-BERNSTEIN, R. S.; ROOT-BERNSTEIN, M. The Art & Craft of Science. Educational Leadership, Virginia, v. 70, n.5, p. 16-20, Fev. 2013.
ROOT-BERNSTEIN, R. et al. Arts Foster Scientific Success: Avocations of Nobel, National Academy, Royal Society, and Sigma Xi Members. Journal of Psychology of Science and Technology, New York, v.1, n. 2, p. 51-63, oct 2008. Disponível em: https://www.researchgate.net/publication/247857346_Arts_Foster_Scientific_Success_Avocations_of_Nobel_National_Academy_Royal_Society_and_Sigma_Xi_Members. Acesso em: 25 fev. 2024.
SCHECK, Daniel. O. Lo sublime en la Modernidad: De la Retórica a la Ética. Revista Latinoamericana de Filosofía, v.35, n.1, p. 35-83, otoño 2009. Disponível em: https://www.academia.edu/6074462/Lo_sublime_en_la_modernidad_De_la_ret%C3%B3rica_a_la_%C3%A9tica. Acesso em: 14 fev. 2024.
STEINHARDT, P. J.; TUROK, N. A Cyclic Model of the Universe. Science, Washington, v.296, n. 5572, p.1436-1439, May 2002. doi:10.1126/science.1070462.
SERÓN, Francisco J. Arte, ciencia, tecnología y sociedad. Un enfoque para la enseñanza y el aprendizaje de las ciencias en un contexto artístico. Revista Iberoamericana de CTS, Buenos Aires, v.40, n.14, p. 197-224, fev. 2019. Disponível em: https://ojs.revistacts.net/index.php/CTS/article/view/99/93. Acesso em: 14 fev. 2024.
WITTEN, Edward. Superconducting Strings. Nuclear Physics, Section B, New Jersey, v.249, n. 4, p. 557-592, 1985.
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Published
2024-07-01
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BAÑÓN, M. L. R. REIMAGINING SCIENCE EDUCATION: THE TELL-US PROJECT, A JOURNEY TOWARDS LEARNING THROUGH ART. Revista Areté | Revista Amazônica de Ensino de Ciências, [S. l.], v. 23, n. 37, p. e24023, 2024. DOI: 10.59666/Arete.1984-7505.v23.n37.3766. Disponível em: http://periodicos.uea.edu.br/index.php/arete/article/view/3766. Acesso em: 2 feb. 2026.
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