| The sciences of ecology and evolution are critical in the 21st Century. Discoveries made through these sciences are the result of observation skills combined with reflective thinking. Combining visual skills and reflective thinking is described as an aesthetic experience which represents a heterogeneous approach to science and an effective learning experience. Dewey's concept of experience was used to define the connection between experience and education. If education is experience based then the integrity of a student's experience is vital. This research developed an activity designed to promote vital experience.;The goal of the research was to determine the extent to which participating in The Questioning Project (TQP), a science activity developed by the researcher, promoted an aesthetic experience for the participants.;The research utilized a design experiment methodology. This encouraged active involvement by the participants. The researcher selected a purposeful sampling of education-related participants. 16 volunteers ranging in age from 31 to 57, 3 males and 13 females, 6 current teachers, 4 former teachers, 2 university faculty, and 4 education-related personnel participated in this project.;The research survey was modeled after a Csikszentmihalyi instrument used to determine the nature of the aesthetic experience for art museum personnel. His research determined 4 dimensions of an aesthetic experience: perception, intellect, emotion, and communication. These dimensions were utilized by this research. To encourage objectivity in the project evaluation, a triangulation matrix was utilized for data analysis. Each research question had 3 separate sources of data. To answer the research question, "To what extent does participation in the Questioning Project promote an aesthetic experience?" the results of the survey, 2 rubrics, and the participants responses were analyzed.;The data analysis in aggregate measured a strong perceptual experience, a moderate intellectual experience, a minimal emotional experience, and an insufficient communication experience. Individual analysis showed that 10 of the 13 participants had an aesthetic experience through their participation in the Questioning Project. The Questioning Project, to a modest extent, improved observation skills, promoted intellectual growth, and provided a unique creative experience. Suggestions are made to continue the research. |
