<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Christy Belardo</style></author><author><style face="normal" font="default" size="100%">Andrea   C. Burrows</style></author><author><style face="normal" font="default" size="100%">Lydia Dambekalns</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS’ EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">art</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-collegiate students</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM classrooms</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1498500916.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><isbn><style face="normal" font="default" size="100%">E-ISSN 2538-7111</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">215-234</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrea   C. Burrows</style></author><author><style face="normal" font="default" size="100%">Michael A. DiPompeo</style></author><author><style face="normal" font="default" size="100%">Adam D. Myers</style></author><author><style face="normal" font="default" size="100%">Ryan C. Hickox</style></author><author><style face="normal" font="default" size="100%">Mike   Borowczak</style></author><author><style face="normal" font="default" size="100%">Debbie A. French</style></author><author><style face="normal" font="default" size="100%">Andria C. Schwortz</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AUTHENTIC SCIENCE EXPERIENCES: PRE-COLLEGIATE SCIENCE EDUCATORS’ SUCCESSES AND CHALLENGES DURING PROFESSIONAL DEVELOPMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">astronomy outreach</style></keyword><keyword><style  face="normal" font="default" size="100%">authentic science</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry activities</style></keyword><keyword><style  face="normal" font="default" size="100%">partnership building</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1203605</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">70</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Twenty-three pre-collegiate educators of elementary students (ages 5-10 years) and secondary students (ages 11-18 years) attended a two-week science, technology, engineering, and mathematics (STEM) astronomy focused professional development in the summer of 2015 with activities focused on authentic science experiences, inquiry, and partnership building. ‘Authentic’ in this research refers to scientific skills and are defined. The study explores the authentic science education experience of the pre-collegiate educators, detailing the components of authentic science as seen through a social constructionism lens. Using qualitative and quantitative methods, the researchers analyzed the successes and challenges of pre-collegiate science and mathematics educators when immersed in STEM and astronomy authentic science practices, the educators’ perceptions before and after the authentic science practices, and the educators’ performance on pre to post content tests during the authentic science practices. Findings show that the educators were initially engaged, then disengaged, and then finally re-engaged with the authentic experience. Qualitative responses are shared, as are the significant results of the quantitative pre to post content learning scores of the educators. Conclusions include the necessity for PD team delivery of detailed explanations to the participants - before, during, and after – for the entire authentic science experience and partnership building processes. Furthermore, expert structure and support is vital for participant research question generation, data collection, and data analysis (successes, failures, and reattempts). Overall, in order to include authentic science in pre-collegiate classrooms, elementary and secondary educators need experience, instruction, scaffolding, and continued support with the STEM processes.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">59–73</style></section></record></records></xml>