| Figures | ||
| 1.1 | Who are we, among all that lives? Rock art from Serra da Capivara, Piauí, Brazil. | 1 |
| 1.2 | Paul Gauguin’s 1897 painting “D’où Venons Nous? Que Sommes Nous? Où Allons Nous?” (Source: Wikimedia Commons). | 2 |
| 1.3 | A ninth century representation of the positions of the seven planets on 18 March 816. Fascination with what is up in the sky has been a primordial force driving humans throughout history to explore the unkown (Source: Wikimedia Commons). | 4 |
| 1.4 | 21st century rock art, featuring Einstein’s Field Equations on the wall of the ‘Rijksmuseum Boerhave’ in the city of Leiden, the Netherlands. (Photograph: Jos van den Broek). | 6 |
| 1.5 | Graphic representation of the multidimensionality of the scientific mind. | 13 |
| 4.1 | Building toys from trash to build the scientific mind. | 80 |
| 4.2 | Two-dimensional and three-dimensional matchstick assemblages. | 81 |
| 4.3 | Simple DC motor. | 82 |
| 4.4 | Levitating pencil. | 83 |
| 5.1 | Six conditions for student learning. | 106 |
| 6.1 | The wide applicability of astronomy and space sciences as an educational tool and a gateway to science, technology and culture (International Astronomical Union Strategic Plan: 2011, Miley 2012). | 120 |
| 6.2 | An iconic picture of the Earth as Sagan’s “faint blue speck” (blow-up on left). The ESA-NASA Cassini spacecraft took this photo from a location close to Saturn, whose rings are shown. The blow-up is part of the larger Cassini picture of Saturn (right). (Courtesy NASA). | 122 |
| 6.3 | This graph demonstrates that the rate of return on human capital investment decreases with age, with the highest return on investments at preschool age (from Heckman, 2008). | 123 |
| 6.4 | The 57 UNAWE member countries (in brown), and the 6 countries participating in the FP7 DG Enterprise and Industry EU-UNAWE project in red. | 125 |
| 6.5 | Girls taking part in UNAWE activities in Iran. | 128 |
| 7.1 | Multidimensional model of the curious and creative scientific mind (CC-BY-SA, Van den Broek, 2016). | 142 |
| 7.2 | Learning-by-experimenting model. Outer circle: learning by experimenting. Inner circle: learning styles. The roles of facilitators, teachers and mentors in the learning process are given in the boxes. The circular arrows are not unidirectional, as is the case in many circular models, but bidirectional. Inquisitive and playful learning does not require a certain direction (CC-BY-SA, Van den Broek, 2016). | 144 |
| 7.3 | A balloon filled with carbon dioxide sticking to a balloon filled with water. (Photograph: Sacha Tax). | 146 |
| 7.4 | Felien’s letter, containing lots of ‘why-questions’. | 148 |
| 11.1 | Original tweets of feedback received on the documentary on university-level mathematics: Magie des Mathématiques des Classes Préparatoires. | 208 |
| 11.2 | Original tweets of feedback received on some Science4All articles. | 210 |
| 12.1 | A general framework for inquiry and critical reasoning. | 241 |
| 15.1 | Social determinants of health, as proposed by the special commission of the WHO (from Commission on Social Determinants of Health, 2007). | 282 |
| Tables | ||
| 5.1 | Grades obtained by a selection of WSECP pupils in courses at Sacramento City College. | 108 |
| 6.1 | Space Scoop impact numbers from March 2011 to November 2013. | 129 |
| 7.1 | Systematically approaching Sacha’s question: What sticks to what? | 147 |
| 8.1 | Results of the studies under review focusing on ‘exploratory talk’ and problem solving in terms of both statistical and practical (Cohen’s d) significance. | 164 |
Figures and Tables
In: Seeking Understanding
Editors:
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Jan Visser
Jan Visser
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Muriel Visser
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