The ‘Great Divide’: How the Arts Contribute to Science and Science Education

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...

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Bibliographic Details
Published in:Canadian journal of science, mathematics and technology education mathematics and technology education, 2019-09, Vol.19 (3), p.219-236
Main Authors: Braund, Martin, Reiss, Michael J.
Format: Article
Language:English
Subjects:
21st century
Achievement Gap
Art Education
Arts
Correlation
Curricula
Education
Engineering/Technology Education
Integrated Curriculum
Learner Engagement
Learning
Mathematics Education
Pedagogy
Science and Society
Science Curriculum
Science Education
Science Instruction
Science Interests
Sciences
Scientific Principles
STEM Education
Teaching Methods
Technology
View Point
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Summary: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.
ISSN:1492-6156
1942-4051
DOI:10.1007/s42330-019-00057-7