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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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通过基于艺术的STEM整合促进系统思维.

Robert William Danielson1, Elizabeth Grace2, Alison Joanne White3

  • 1Department of Kinesiology and Educational Psychology, College of Education, Washington State University, Spokane, WA, United States.

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概括
此摘要是机器生成的。

将艺术融入STEM教育中有助于农村地区的年轻学生理解疾病传播等复杂问题. 这种方法增强了系统思维,并将科学概念与日常生活和潜在的职业生涯联系起来.

关键词:
在K-12中,K-12是最重要的.这是STEM/STEAM.放学后的教育课程通过插图来说明这些问题.摄影摄影摄影摄影摄影摄影摄影摄影摄影摄影摄影科学/艺术合作合作.

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科学领域:

  • 环境科学 环境科学
  • 生态生态学 生态生态学
  • 公共卫生 公共卫生
  • 在STEM教育方面.

背景情况:

  • 社会科学问题需要理解跨社区和专业的复杂相互联系.
  • 艺术融合可以在各种规模和系统中综合各种知识,促进整体理解.
  • 系统思维对于理解当代挑战的多面性质至关重要.

研究的目的:

  • 研究将艺术纳入STEM课程如何支持对社会科学问题的系统思维.
  • 探索艺术融合对理解农村农业环境中病原体传播的影响.
  • 评估该计划对学生对动物传染病和生态系统动态的理解的影响.

主要方法:

  • 为农村农业社区的三年级到五年级学生制定了课后课程.
  • 该计划利用艺术 (音乐,插图,雕塑) 教授动物传染病和生态系统动态.
  • 美国西部两个地区的23名学生参与了这项干预.

主要成果:

  • 学生们表现出了对课程中的概念联系的扩大理解.
  • 参与者对与生态系统动态相关的职业意识增加.
  • 基于艺术的方法有效地促进了系统层面对复杂的环境健康问题的理解.

结论:

  • 在STEM教育中整合艺术增强了小学学生的系统思维能力.
  • 结合艺术和科学可以加深学生对STEM与他们的生活相互联系的感知.
  • 这种模式有效地提高了对社会科学问题的理解,特别是在农村环境中.