Integrating microscopy, art, and humanities to power STEAM learning in biology
Integrating microscopy, art, and humanities to power STEAM learning in biology
复制标题
整合显微镜、艺术和人文学科，推动生物学中的 STEAM 学习
作者：
S. Lindsay
近距离观察是艺术和科学的核心，因为这两个学科的从业者都在描述，比较和寻求理解或解释自然世界。的确，正如艺术家兼作家盖伊·达文波特（Guy Davenport）所指出的那样："我们用来发现隐藏在自然中的事物的视觉有时被称为科学，有时被称为艺术。"在过去的十年里，将科学、技术、工程和数学与艺术和人文学科（即，STEAM学习）在K-12教育中获得了牵引力。最近的一份国家科学院报告（2018年）研究了将人文和艺术融入本科STEM教育的情况。显微镜提供了一个很好的工具，让各种学生参与生物学的综合（STEAM）学习，并鼓励他们密切观察世界。在这篇文章改编自我的主题演讲，美国显微学会在2020年，我强调活动和方法，使用显微镜从事各种学习者，研究如何使用显微镜改变学生对科学和生物学的态度，并探索显微镜和视觉艺术的交叉点。
Close observation is central to both art and science as practitioners in both disciplines describe, compare, and seek to understand or interpret the natural world. Indeed, as the artist and writer Guy Davenport noted, “The vision by which we discover the hid-den in nature is sometimes called science, sometimes called art.” In the last decade, the movement to integrate science, technology, engineering, and mathematics with arts and humanities (i.e., STEAM learning) has gained traction in K– 12 education. A recent National Academies report (2018) examines the case for integrating humanities and the arts in undergraduate STEM education. Microscopy provides an excellent vehicle for engaging all kinds of students in integrative (STEAM) learning about biology and for encouraging them to observe the world closely. In this essay adapted from my keynote address to the American Microscopical Society in 2020, I highlight activities and approaches that use microscopy to engage learners of all kinds, examine how using microscopes changes students’ attitudes about science and biology, and explore the intersection of microscopy and visual art.
DOI：
10.1187/cbe.19-11-0259
发表时间：
2020-12
期刊：
CBE life sciences education
影响因子：
--
作者：
Clemmons AW;Timbrook J;Herron JC;Crowe AJ
通讯作者：
Crowe AJ