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Sensory Science Education

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Cultural, Social, and Political Perspectives in Science Education

Part of the book series: Cultural Studies of Science Education ((CSSE,volume 15))

Abstract

What does it mean to expand the scientific ways of thinking, talking and doing things by utilizing the senses? The focus in this chapter is to argue for the conceptualization of body-mind experiences to try out things through and with the ‘body-mind’. This chapter troubles pedagogies that take little note of the body-mind interactions we have with the material world. Utilizing examples from primary schools, it is argued that a sensory pedagogy in science requires a deliberate sensitization and validation of the senses’ presence and that a sensor pedagogy approach may reveal the unique ways in how we all experience the world. Troubling science education pedagogy is therefore also a reconceptualization of who we are and how we make sense of the world and the acceptance that the body-mind is present, imbalanced and complex.

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Author information

Authors and Affiliations

  1. Department of Learning and Philosophy, Aalborg University, Aalborg, Denmark

    Kathrin Otrel-Cass

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  1. Kathrin Otrel-Cass
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Correspondence to Kathrin Otrel-Cass .

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Editors and Affiliations

  1. Department of Learning and Philosophy, Aalborg University, Aalborg, Denmark

    Kathrin Otrel-Cass

  2. VIA University College, Teacher Education, Silkeborg, Denmark

    Martin Krabbe Sillasen

  3. Stockholm University, Stockholm, Sweden

    Auli Arvola Orlander

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Otrel-Cass, K. (2018). Sensory Science Education. In: Otrel-Cass, K., Sillasen, M., Orlander, A. (eds) Cultural, Social, and Political Perspectives in Science Education . Cultural Studies of Science Education, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-319-61191-4_14

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  • DOI: https://doi.org/10.1007/978-3-319-61191-4_14

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-61190-7

  • Online ISBN: 978-3-319-61191-4

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