Researchers agree that schools construct a "particular" image of
science, in which some characteristics are featured while others
end up in oblivion. The result is that although most children are
likely to be familiar with images of heroic scientists such as
Einstein and Darwin, they rarely learn about the messy, day-to-day
practice of science in which scientists are ordinary humans.
Surprisingly, the process by which this imagination of science in
education occurs has rarely been theorized. This is all the more
remarkable since great thinkers tend to agree that the formation of
images imagination is at the root of how human beings modify their
material world. Hence this process in school science is fundamental
to the way in which scientists, being the successful agents in/of
science education, actually create their own scientific enterprise
once they take up their professional life.
One of the first to examine the topic, this book takes a
theoretical approach to understanding the process of imagining
science in education. The authors utilize a number of interpretive
studies in both science and science education to describe and
contrast two opposing forces in the imagination of science in
education: epicization and novelization. Currently, they argue, the
imagination of science in education is dominated by epicization,
which provides an absolute past of scientific heroes and peak
discoveries. This opens a distance between students and today s
scientific enterprises, and contrasts sharply with the wider aim of
science education to bring the actual world of science closer to
students.
To better understand how to reach this aim, the authors offer a
detailed look at novelization, which is a continuous renewal of
narratives that derives from dialogical interaction. The book
brings together two hitherto separate fields of research in science
education: psychologically informed research on students images of
science and semiotically informed research on images of science in
textbooks. Drawing on a series of studies in which children
participate in the imagination of science in and out of the
classroom, the authors show how the process of novelization
actually occurs in the practice of education and outline the
various images of science this process ultimately yields."
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