The ‘Great Divide’: How the Arts Contribute to Science and Science Education
The ‘Great Divide’: How the Arts Contribute to Science and Science Education
复制标题
“大鸿沟”：艺术如何为科学和科学教育做出贡献
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
M. Reiss
中科院分区：
文献类型：
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作者：
M. Braund;M. Reiss
近年来，人们对艺术与科学之间关系的兴趣迅速增长。本文探讨了这种发展关系，并提出科学和科学学习没有艺术是不完整的。我们看到艺术可以在三个层面上改善科学的教与学。第一个是宏观层面的，涉及学科（包括艺术和科学）的结构方式，以及提供和打包学习这些学科的选择。第二个是在中观层面，指导方法构建科学课程，通过使用STS（科学，技术和社会）背景吸引学习者。第三个是在微观层面，科学和教学的教学实践可以从艺术中汲取。STEAM（科学、技术、艺术、工程和数学）的驱动力为21世纪的科学性质增添了新的维度，并使科学可能更快地与学校科学分道扬镳，除非新的教学法，包括艺术教学法，帮助缩小这一差距。其结果可能是一门更真实、更吸引人的学校科学，一门更符合21世纪需求的科学。
In recent years, there has been a rapid growth in interest about the relationship between the arts and the sciences. This article explores this developing relationship and the suggestion that science and science learning are not complete without the arts. We see three levels at which the arts might improve the teaching and learning of science. The first is at a macro-level, concerned with ways in which subjects (including the arts and sciences) are structured and options for studying them provided and packaged. The second is at the meso-level, guiding approaches constructing science curricula that engage learners through using STS (Science, Technology and Society) contexts. The third is at the micro-level, of pedagogical practices in science and teaching that can be drawn from the arts. The drivers of STEAM (Science, Technology, Arts, Engineering and Mathematics) add new dimensions to the nature of science in the twenty-first century and make science likely to diverge even more rapidly from school science unless new pedagogies, including those from the arts, help close the gap. The result could be a more authentic and engaging school science, one more relevant to the needs of the twenty-first century.