Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Instruction (4)
- Science and Mathematics Education (3)
- Arts and Humanities (2)
- Engineering (2)
- Engineering Education (2)
-
- Social and Behavioral Sciences (2)
- Teacher Education and Professional Development (2)
- Art Practice (1)
- Art and Design (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Biochemistry, Biophysics, and Structural Biology (1)
- Computer Sciences (1)
- Curriculum and Social Inquiry (1)
- Disability and Equity in Education (1)
- Educational Administration and Supervision (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Methods (1)
- Gifted Education (1)
- Life Sciences (1)
- Molecular Biology (1)
- Other Computer Sciences (1)
- Physical Sciences and Mathematics (1)
- Special Education and Teaching (1)
- Institution
Articles 1 - 6 of 6
Full-Text Articles in Art Education
Exploring Preservice Teachers’ Still-Life Paintings Of Crystals With Artist-Focused Compared To Science-Focused Introductions, Mahjabeen Hussain, Dessy Stoycheva, Audrey C. Rule, Denise A. Tallakson
Exploring Preservice Teachers’ Still-Life Paintings Of Crystals With Artist-Focused Compared To Science-Focused Introductions, Mahjabeen Hussain, Dessy Stoycheva, Audrey C. Rule, Denise A. Tallakson
Journal of STEM Arts, Crafts, and Constructions
This experimental study was undertaken with preservice teachers to test whether the use of science integration into arts education increases demonstration of science details and creative features in artwork. Two conditions were created: arts-focused and science-focused; gouache still-life paintings were produced and analyzed, and an attitude survey was completed. The results suggested that science integration into visual arts classes increased creativity for the arts-focused condition and increased science concepts in the science-focused condition. Participants in both conditions reported positive attitudes, specifically, high levels of enjoyment, alluded to lack of experience with arts and creative projects, and expressed desire for more …
Exploring Possible Humanoids On Mars: A Lesson Designed For Twice-Exceptional Gifted Students, Younis Al-Hassan, Marie Adebiyi, Shehreen Iqtadar, Dana L. Atwood-Blaine
Exploring Possible Humanoids On Mars: A Lesson Designed For Twice-Exceptional Gifted Students, Younis Al-Hassan, Marie Adebiyi, Shehreen Iqtadar, Dana L. Atwood-Blaine
Journal of STEM Arts, Crafts, and Constructions
This practical article presents a classroom-tested pedagogical plan to assist instructors in teaching thinking skills to gifted students with disabilities in the context of science. The lesson, which focused on using Edward de Bono thinking skills to explore humanoid images that appear in NASA photos, provided accommodations for students with hearing impairment, along with disabilities associated with short and long-term memory. The instructional design team presented the arts-integrated activity of drawing scenes showing possible ways the anomalies could have been generated, and an interactive electronic game using iPads that asked participants to gather needed items for a trip to Mars. …
Saudi Science Teachers' Assessment Practices In Alzelfy Educational Administration According To Their Perceptions, Saeed Mohammad Alshamrani
Saudi Science Teachers' Assessment Practices In Alzelfy Educational Administration According To Their Perceptions, Saeed Mohammad Alshamrani
International Journal for Research in Education
This paper aimed to identify science teachers' assessment practices according to their perceptions through identifying the assessment goals, activities, criteria, and the nature of assessment reports (types and data). It used the descriptive method; the population was all science teacher in Alzelfy educational administration in Saudi Arabia (106 teachers); however, the response rate was (38%) of the population. A questionnaire with four dimensions was developed; these dimensions are: the goals (two items), activities (20 items), criteria (six items), and the nature of reports (11 items). The results indicated that the teachers thought that they practiced the assessment highly to achieve …
Stemming On Stem: A Stem Education Framework For Students With Disabilities, Jiwon Hwang, Jonte C. Taylor
Stemming On Stem: A Stem Education Framework For Students With Disabilities, Jiwon Hwang, Jonte C. Taylor
Journal of Science Education for Students with Disabilities
There has been increased attention paid to science, technology, engineering, and mathematics also known as STEM. The focus on STEM has been both educational and occupational. Unfortunately, students with disabilities perform below their peers without disabilities in math and science. The authors discuss issues related to STEM and students with disabilities. These issues include (1) traditional views of STEM education, (2) the importance of STEM education, and (3) students with disabilities performance in STEM. The authors posit a framework for STEM education for students with disabilities and promote the incorporation of the arts to increase students’ STEM knowledge and achievement.
A Reflection: Art And Science In A Museum Gallery, Kaileena Flores-Emnace
A Reflection: Art And Science In A Museum Gallery, Kaileena Flores-Emnace
The STEAM Journal
Art education in a public space can be a venue for the blending of art and science. As a Contemporary Art Start educator for the Museum of Contemporary Art (MOCA), Los Angeles, I have experienced the many ways in which transdisciplinary education creates deeper student understanding and engagement. At MOCA we use Visual Thinking Strategies for student tours, a research-based teaching method that invites students to direct gallery discussions. We visit a few artworks for ten to fifteen minutes each to foster critical thinking and encourage students to bring personal knowledge and experience to the conversation.
Broad Vision: The Art & Science Of Looking, Heather Barnett, John R. A. Smith
Broad Vision: The Art & Science Of Looking, Heather Barnett, John R. A. Smith
The STEAM Journal
Undergraduate students and academic staff from diverse disciplines in the arts and sciences investigated questions of mediated vision through a year-long interdisciplinary research project at the University of Westminster, London, United Kingdom. The Broad Vision project explored the perception and interpretation of microscopic worlds, and investigated the benefits and challenges of working across disciplinary divides in a university setting. This article describes the three-phase model for interdisciplinary learning and research developed through the project, providing a valuable case study for inquiry based art/science education.