Chapter 5
From Cognition to Emotion Paradigm
In: Long-term Research and Development in Science EducationSearch for other papers by Nir Orion in
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Abstract
This chapter describes the milestones of 36 years of research, presented as a combination monograph, biography and scientific articles. The focus of the chapter is the evolution of the Earth Science Education (ESE) Group in the Department of Science Teaching at the Weizmann Institute of Science, Israel. This evolution is presented and analyzed against the background of educational developments and changes within the Ministry of Education in Israel and within the global science teaching discipline. The analysis is based on quantitative and qualitative data derived from dozens of studies. It describes the development of the holistic earth systems educational approach that incorporates integration of the outdoor learning environment as a central component of the learning sequence; a model for the integration of learning environments; the development of environmental insight through a holistic earth systems approach; development of a layered systems thinking model; and the notion of learning as an instinct. Integration of these components led to the development of the learning instinct theory, which contradicts the essentialist–reductionist paradigm.