Purposeful Pursuits: Leveraging the Epistemic Practices of the Arts and Sciences
Purposeful Pursuits: Leveraging the Epistemic Practices of the Arts and Sciences
复制标题
有目的的追求：利用艺术和科学的认知实践
DOI：
10.1007/978-3-030-25101-7_3
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Jen Wong
中科院分区：
文献类型：
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作者：
Bronwyn Bevan;K. Peppler;M. Rosin;L. Scarff;Elisabeth Soep;Jen Wong
最近在改善K-12 STEM（科学，技术，工程和数学）教育方面的努力强调了通过参与STEM的认知实践来学习STEM的重要性。这些做法在共同核心和下一代科学标准中都有明确规定，强调了在从事科学或数学实践时最好地学习科学或数学概念的方法。发展STEM学习身份和兴趣也更有可能出现在真正的STEM实践中。本章讨论了我们开发的一个框架，以探索校外时间计划如何整合艺术和科学，以利用各自的认识实践。我们将该框架应用于六个项目的研究。其中三个项目明确地将艺术融入STEM学习环境。其中三个项目不是专门针对STEM的，而是将STEM作为青年项目中的一种认识工具，否则将侧重于美术、新闻或社区活动。从社会文化的角度来看，本章阐明了如何利用艺术和科学的重叠而独特的认识实践来加深学生的学习。
Recent efforts at improving K-12 STEM (science, technology, engineering, and mathematics) education emphasize the importance of learning STEM through engaging in the epistemic practices of STEM. These practices, identified in both the Common Core and the Next Generation Science Standards, highlight ways in which scientific or mathematics concepts, for example, are best learned when engaging in scientific or mathematics practices. Developing STEM learning identities and interests is also more likely to emerge when engaged in authentic STEM practices. This chapter discusses a framework we developed to explore how out-of-school time programs integrated art and science to leverage the epistemic practices of each. We applied the framework in studies of six programs. Three of the programs explicitly integrate the arts into STEM learning contexts. Three of the programs are not STEM specific, but situate STEM as an epistemic tool within youth programs otherwise focused on the fine arts, journalism, or community activism. Drawing on sociocultural perspectives, this chapter illuminates how overlapping yet distinct epistemic practices of the arts and sciences can be leveraged to deepen student learning.