Art and Science Education Collaboration in a Secondary Teacher Preparation Programme

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Autor/inn/en	Medina-Jerez, William; Dambekalns, Lydia; Middleton, Kyndra V.
Titel	Art and Science Education Collaboration in a Secondary Teacher Preparation Programme
Quelle	In: Research in Science & Technological Education, 30 (2012) 2, S.209-224 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2012.698603
Schlagwörter	Integrated Activities; Rating Scales; Classrooms; Learning Experience; Science Education; Teaching Methods; Secondary School Science; Art Education; Teacher Collaboration; Teacher Education Programs; Secondary School Teachers; Preservice Teachers; Art Products; Cooperative Learning; Knowledge Level; Outcomes of Education; Interdisciplinary Approach; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Integrierender Unterricht; Rating-Skala; Classroom; Klassenraum; Lernerfahrung; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lehrerkooperation; Künstlerische Produktion; Kooperatives Lernen; Wissensbasis; Lernleistung; Schulerfolg; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Background and purpose: The purpose of this study was to record and measure the level of involvement and appreciation that prospective teachers in art and science education programmes demonstrated during a four-session integrated activity. Art and science education prospective teachers from a Rocky Mountain region university in the US worked in partnership to produce a science-related art piece using a silk batik painting technique. This project incorporated the use of two hands-on activities (a sampler and a final piece). In addition, pre- and post-activity surveys helped researchers investigate whether an integrated activity led to changes in attitudes towards collaborative instruction among students from art and science education. A practical implication of these results could guide students' teaching assignments and professional careers. Sample: This project involved the participation of 34 prospective teachers enrolled in secondary art and science education pedagogical content courses at a public university in the Rocky Mountain region of the United States. Design and method: Prospective teachers in art and science education programmes worked together in a four-session integrated activity for three consecutive years. Participants were tasked with the design of art pieces addressing a core concept from the secondary school science curriculum using the batik painting technique. This project included two hands-on activities (a sampler and a final piece). In addition, they responded to pre- and post-activity surveys. Results: Overall, the data show significant variation at pre- and post-survey, indicating that students had more knowledge after the study than before regarding the integration of art and science in the secondary school curriculum. The mean of interdisciplinary teaching ratings increased on all four target survey items according to the 10-point rating scale. Based on the results, the integrated art and science instructional approach significantly influenced prospective teachers' attitudes about collaborative practices. Conclusion: In general, students' responses on survey items addressing content skills and previous experience of art or geological/biological images in the classroom were affected by their major area. Our experience suggests that an integrated learning experience is an effective way to improve prospective teachers' self-ratings of knowledge and ability to develop and engage students from secondary school classrooms with interdisciplinary connections. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10