Enactive research : transversal possibilities for expanding the imaging of science

This paper explores the notion of the expanded image as a transdisciplinary interaction between people and environments. In support of this proposition, images and imaging will be discussed through a series of transformative steps: from the diagram to the biogram and from the biogram to biotopology. Two research projects, exemplary of a transdisciplinary approach, inform the move to biotopology (the continuous surface of interactions tied to imaging practices): first, theories of enaction in cognitive science foreground co-selective processes and the precariousness of self- organizing systems and supply new ways of imaging body-environment relationships (Stewart et al 2010; Thompson 2007; and Varela et al 1993); and second, the procedural architecture of artist- turned-architects Arakawa and Gins foregrounds the reconfigurability of the co-selective process that becomes an enactive practice. These approaches suggest that if the image were expanded to include the intersection of the human organism’s behaviors, artifacts (such as images) and built- environments, then the ‘person’ whose myriad surfaces flicker towards future action, might become the best description of an expanded form of imaging, always in process and flickering towards future action. The many and non-locatable surfaces of person would defy disciplinary boundaries and interfere with habitual patterns of imaging. Ultimately, the aim of expanding imaging practices is to expand an embodied capacity to configure and reconfigure conceptual and material realms.

The intentional teaching of science in early childhood settings

The introduction of the new “Early Years Learning Framework” (DEEWR, 2009) has shifted the focus in Early Childhood Centres (ECC) from incidental learning through play, to planning curriculum with play as the vehicle to achieve learning in science. Using student research, we identified instances of educator practice that fitted with the new framework, and videoed practitioners’ sessions to select vignettes to use as part of an Early Childhood Science Education Unit. This presentation will discuss the varied practitioners’ approaches we saw and students’ and teachers’ interpretations of forms of ‘intentional teaching, with particular reference to science. We formulated an ‘Intentional Teaching Spectrum’ for the purpose of locating along it early childhood educator practice that differed in the opportunities that practice provided for creative and innovative children’s activity. As this work is not yet complete, full analysis of the video material is yet to be completed, so descriptive aspects only will be discussed.

STEM: country comparisons: international comparisons of science, technology, engineering and mathematics (STEM) education. Final report.

From 22 studies of Science, Technology, Engineering and Mathematics (STEM) policies and practices around the world the STEM: country comparisons report makes 24 key findings which highlight a number of challenges for Australia with STEM participation and provides a basis of ideas to tackle these.

What does distributed cognition tell us about student learning of science?

This paper reports multi-layered analyses of student learning in a science classroom using the theoretical lens of Distributed Cognition (Hollan et al. 1999; Hutchins 1995). Building on the insights generated from previous research employing Distributed Cognition, the particular focus of this study has been placed on the “public space of interaction” (Alac and Hutchins 2004, p. 639) that includes both participants’ interaction with each other and their interaction with artefacts in their environment. In this paper, a lesson from an Australian science classroom was examined in detail, in which a class of grade-seven students were investigating the scientific theme of gravity by designing pendulums. The video-stimulated post-lesson interviews with both the teacher and the student groups offered complementary accounts (Clarke 2001a) that assisted the interpretation of the classroom data. The findings of this study provide supporting evidence to demonstrate the capacity of Distributed Cognition for advancing our understanding of the nature of learning in science classrooms.

Subject matters of science, technology, mathematics and engineering

This chapter offers a critical review of curriculum in the STEM disciplines, overviewing contemporary context and issues around the STEM acronym as a contested space, issues of inquiry, social justice, current concerns with student engagement and their history, theoretical perspectives on teaching and learning in these disciplines, and key forms and foci of inquiry into STEM curriculum.

Eye tracking the sublime in spectacular moments of science fiction film

In this chapter I will explore science fiction film spectacle as a particular type of endangering sensorial experience. Employing eye-tracking technology to assess where a small group of viewers look, I will contend that through its spectacular set pieces, science fiction film creates two distinct gazing regimes. First, such spectacular scenes create an experience of sublime contemplation where the viewer is (haptically) lost in the wondrous images liquefying before them. These moments of sublime contemplation create the condition where the viewer feels as if they have had an outer-body experience; one that has been cut free from the borders of the linguistic-led self of everyday life. Second, I will argue that certain scenes of science fiction spectacle work to commodify the viewing experience, creating a gazing pattern that is ‘driven’ by the mechanics of the event moment, by the theme park ride aesthetic and the logic of late capitalism. Set in this sensible, empirical context, the sublime dangers of science fiction film can be considered in two distinct ways. On the one hand, when the viewer is caught gazing in a moment of sublime contemplation there is embodied transgression and transcendence: here I will postulate that the viewer exists purely as a carnal being, or are newly if momentarily constituted as post-human, in the impossible present or possible future world that has been spectacularly imagined for them. On the other hand, when the viewer is presented with a spectacle that demands attention to the mechanics and drivers of the scene as it unfolds, a viewing position is created where the very rhythms of the theme park ride is created, where capitalist life is simply being re-engineered. Sublime and spectacular science fiction endangerment, then, liberates and destroys, and it is the encounter between these two vexing poles that is of central concern in this chapter. My focus will predominately be on the eyes, on vision. Undertaking a small-scale empirical study that uniquely utilizes eye tracking technology, this chapter will concentrate on what viewers attend to, gaze at and ‘contemplate’ when viewing two differently constituted ‘spectacle’ sequences: the sun explodes scene from Sunshine (Boyle, 2007) and the Godzilla enters Manhattan scene from Godzilla (Emmerich, 1998).