PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS’ EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS

TitlePARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS’ EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS
Publication TypeJournal Article
Year of Publication2017
AuthorsBelardo, C, Burrows, AC, Dambekalns, L
JournalProblems of Education in the 21st Century
Volume75
Issue3
Start Page215-234
PaginationContinuous
Date PublishedJune/2017
Type of ArticleOriginal article
ISSN1822-7864
ISBN NumberE-ISSN 2538-7111
Keywordsart, pre-collegiate students, pre-service teachers, science, STEM classrooms, STEM education
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’ 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.

URLhttp://oaji.net/articles/2017/457-1498500916.pdf
Refereed DesignationRefereed
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