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Abstract

Students struggle to learn science, technology, engineering and mathematics concepts. The arts have been proposed as a means to engage students in STEM education, resulting in the idea of STEAM. This study investigates how two students in a six-week summer program solved technological and design production problems to create public service announcements for the immersive fulldome on the topic of water conservation. Qualitative data were collected, including interviews, observations, artifacts of student work and reflections. Qualitative analysis focused on integration of STEM content and practices with the arts. The study contributes to what is known about how people learn when they design for immersive media, and identify potential barriers and affordances for learning STEM through the arts.

Author/Artist Bio

Jane Crayton is a graduate student at the University of New Mexico in Art Education. She has a BA in Media Studies (2010) from the University of Colorado at Boulder. Jane is the Immersive Education (iED) K-12 Summit Local Chair. She received a graduate scholar award from Technology, Knowledge and Society in 2012. Her passion is STEM education through project-based art, immersive technologies and education research. Vanessa Svihla, PhD, is an Assistant Professor at the University of New Mexico in Organization, Information and Learning Sciences. She received an M.S. in Geology (2003) and a Ph.D. in Science Education (2009) from The University of Texas at Austin. She was a post-doctoral scholar in the Graduate School of Education at UC Berkeley. She directs the Interaction and Disciplinary Design in Educational Activity (IDDEA) Lab. Dr. Svihla studies design learning, including engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn. She is passionate about interdisciplinary research as a means to find innovative solutions and applies integrated methods to investigate complex phenomena.

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