@article {1061, title = {PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS}, journal = {Problems of Education in the 21st Century}, volume = {75}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {215-234}, abstract = {Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge, skills, and experiences of the participants. Quantitative and qualitative data support increased awareness and confidence in pre-service teachers{\textquoteright} perceptions of how science and art can be incorporated into pre-collegiate classrooms, recognition of discipline similarities, and significant common themes when teaching both disciplines together. The researchers utilized a social constructivist framework with the qualitative data. Conclusions and implications include: 1) instructors can provide examples and modeling of interdisciplinary learning, which inspire pre-service teachers to explore new integrated disciplines in their own future classrooms, and 2) instructors can influence perspectives of pre-service teachers by offering integrated units, which produces open-mindedness of future teachers to use various teaching strategies.}, keywords = {art, pre-collegiate students, pre-service teachers, science, STEM classrooms, STEM education}, isbn = {E-ISSN 2538-7111}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/17.75.215}, url = {http://oaji.net/articles/2017/457-1498500916.pdf}, author = {Christy Belardo and Andrea C. Burrows and Lydia Dambekalns} }