Abstract
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.
The object of art is to give life a shape
Jean Anouilh
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Acknowledgements
This work was supported by the National Science Foundation 1647150 and the Wellcome Trust. The Sunshine Public School study was supported by the National Science Foundation 162365 and the Overdeck Foundation. The data reported in this work were collected by the field team of Exploratorium researchers, Dr. Jean J. Ryoo and Nicole Bulalacao. Opinions and findings reported in this work do not reflect the views of the funders.
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Bevan, B., Peppler, K., Rosin, M., Scarff, L., Soep, E., Wong, J. (2019). Purposeful Pursuits: Leveraging the Epistemic Practices of the Arts and Sciences. In: Stewart, A.J., Mueller, M.P., Tippins, D.J. (eds) Converting STEM into STEAM Programs. Environmental Discourses in Science Education, vol 5. Springer, Cham. https://doi.org/10.1007/978-3-030-25101-7_3
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