Abstract
Many see the sciences and arts as two distinct fields – one objective the other subjective; however, we see the two having more in common than different. These commonalities formed the basis for a STEAM framework, which examines the intersections of five processes: noticing, wondering, visualizing, exploring, and communicating. This framed a professional development workshop on STEAM for elementary teachers. Here we define and explore these processes through both science and art perspectives, and share examples of how each of these processes were integrated to support learning. We believe that STEAM provides a well-rounded experience, allowing learners to make connections with both their minds and bodies, which ultimately enhances their learning experience.
DOI
10.5642/steam.20160202.03
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Fulton, Lori A. and Simpson-Steele, Jamie
(2016)
"Reconciling the Divide: Common Processes in Science and Arts Education,"
The STEAM Journal:
Vol. 2:
Iss.
2, Article 3.
DOI: 10.5642/steam.20160202.03
Available at:
https://scholarship.claremont.edu/steam/vol2/iss2/3
Author/Artist Bio
Lori Fulton is an Assistant Professor of science education in the Institute for Teacher Education at the University of Hawai‘i at Mānoa. Her research focuses on the oral and written discourse of science at the elementary level. She teaches Elementary Science Methods and Planning and Instruction: STEM. Jamie Simpson-Steele is an Assistant Professor of arts education in the Institute for Teacher Education at the University of Hawai‘i at Mānoa. Her research interests address issues of social justice, performances of culture, arts integration, and performance as research methodology. She integrates the arts throughout her coursework in teacher preparation.