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Assessing Science Learning and Systems Thinking Through Arts.

Robert W Danielson1, Elizabeth Grace1, Alison J White1

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This summary is machine-generated.

Arts-based assessments in STEM education help rural elementary students demonstrate systems thinking about socio-scientific issues. These creative methods complement traditional testing for enhanced science learning.

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Area of Science:

  • Science education research
  • STEM learning
  • Arts integration

Background:

  • Traditional science assessments may not fully capture students' complex thinking.
  • Systems thinking is crucial for understanding socio-scientific issues.
  • Arts-based methods offer alternative avenues for learning and assessment.

Purpose of the Study:

  • To evaluate the effectiveness of arts-based assessments in promoting science learning.
  • To examine how arts-based approaches reveal systems thinking in elementary students.
  • To compare arts-based assessments with traditional measures in STEM education.

Main Methods:

  • Interventions designed to promote science learning were implemented.
  • Arts-based assessments were used in conjunction with traditional measures.
  • The study focused on third- to fifth-grade students in rural Washington State.

Main Results:

  • Arts-based assessment in STEM effectively supported the demonstration of systems thinking.
  • Students showed enhanced understanding of socio-scientific issues through arts-based methods.
  • Arts-based approaches provided complementary insights to traditional assessment data.

Conclusions:

  • Arts-based approaches are a viable method for assessing science learning.
  • These creative methods can extend and enhance traditional assessment techniques.
  • Integrating arts into STEM education fosters deeper understanding and demonstration of systems thinking.