Abstract
This chapter focuses on the problem of how to engage students in science and the possibilities for them to have more fulfilling and educative experiences. More specifically, it discusses the complexity of the process of engagement—the various factors that are involved in this process—and Dewey’s notion of ‘aesthetic’ experience, with its implications for science education. In distinguishing between ‘participation in a science activity’ and ‘engagement with science ideas per se’, this chapter helps one understand the crucially important role of an ‘aesthetic experience’ in the context of teaching and learning school science. It also helps one understand that not only ‘cognitive disequilibrium’ but also such ideas as ‘anticipation’, ‘consummation’, ‘inspiration’, and ‘deeper involvement with science content knowledge can have a place in school science education.
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