Integrating Art and Science in Undergraduate Education

Gurnon, Daniel; Voss-Andreae, Julian; Stanley, Jacob T.

doi:10.1371/journal.pbio.1001491

Cited by 53 publications

(54 citation statements)

References 20 publications

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“…Our exploratory study did not directly measure changes in creativity at the individual level (e.g., using Torrance Tests of creativity, Lissitz and Willhoft 1985), but simply promoted the formation of novel ideas through associative thinking with students from diverse backgrounds and disciplines. This represents one strategy to nurture students' creative insights by promoting peer-peer learning across science and art disciplines (Gurnon et al 2013). …”

Section: Discussionmentioning

confidence: 99%

“…Activities such as art, music, poetry, and creative writing offer opportunities to address students' attitudes, beliefs, and emotions (Gurevitz 2000, Jacobson 2009), as well as providing a means to stimulate innovation (Kleiman 2011, Gurnon et al 2013. Environmental art includes a range of practices that describe or celebrate nature, as well as ecological or politically motivated work that addresses environmental issues.…”

Section: Introductionmentioning

confidence: 99%

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Integrated science and art education for creative climate change communication

Jacobson¹,

Seavey²,

Mueller³

2016

E&S

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ABSTRACT. An interdisciplinary field trip to a remote marine lab joined graduate students from fine arts and natural resource science departments to think creatively about the topic of climate change and science communication. We followed a learning cycle framework to allow the students to explore marine ecosystems and participate in scientific lectures, group discussions, and an artist-led project making abstract collages representing climate change processes. Students subsequently worked in small groups to develop environmental communication material for public visitors. We assessed the learning activity and the communication product using pre-and post-field trip participant surveys, focus group discussions, and critiques by art and communication experts of the products. Significant changes in knowledge about climate change occurred in program participants. Incorporating artists and the arts into this activity helped engage multiple senses and emphasized social interaction, as well as providing support to participants to think creatively. The production of art helped to encourage peer learning and normalize the different views among participants in communicating about climate change impacts. Students created effective communication products based on external reviews. Disciplinary differences in cultures, language, and standards challenged participating faculty, yet unanticipated outcomes such as potentially transformative learning and improved teacher evaluations resulted.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Integrated science and art education for creative climate change communication

Jacobson¹,

Seavey²,

Mueller³

2016

E&S

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“…Perhaps we should use some of the education techniques from arts to boost adventurous exploration and "learning at the edge of chaos" (Bertschinger andNatschläger 2004, Kleiman 2011)? Certainly the provocative idea that a closer arts-science connection could catalyze breakthrough science (Gurnon et al 2013) is in line with the curious fact that Nobel laureates are more likely to pursue artistic endeavors than are members of the Royal Society and National Academy of Sciences, who are in turn more artistically engaged than the "average" scientist (Root-Bernstein et al 2008). http://www.ecologyandsociety.org/vol20/iss2/art3/ The idea that mind wandering should be considered part of the scientific method, that we should educate for risk-taking exploration, or that arts may help the sciences, might well meet with skepticism in practice.…”

Section: Diversifying Inputsmentioning

confidence: 99%

Dual thinking for scientists

Scheffer¹,

Bascompte²,

Bjordam³

et al. 2015

E&S

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ABSTRACT. Recent studies provide compelling evidence for the idea that creative thinking draws upon two kinds of processes linked to distinct physiological features, and stimulated under different conditions. In short, the fast system-I produces intuition whereas the slow and deliberate system-II produces reasoning. System-I can help see novel solutions and associations instantaneously, but is prone to error. System-II has other biases, but can help checking and modifying the system-I results. Although thinking is the core business of science, the accepted ways of doing our work focus almost entirely on facilitating system-II. We discuss the role of system-I thinking in past scientific breakthroughs, and argue that scientific progress may be catalyzed by creating conditions for such associative intuitive thinking in our academic lives and in education. Unstructured socializing time, education for daring exploration, and cooperation with the arts are among the potential elements. Because such activities may be looked upon as procrastination rather than work, deliberate effort is needed to counteract our systematic bias.

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“…They provide opportunities for students to learn through social interactions with peers, by a process termed social constructivism . Frequently used active‐learning strategies include problem‐based learning and process‐orientated guided inquiry , physical model building , inquiry‐based laboratory practical classes , and creative group work . However, few studies of the relationship between student‐centered education and deep learning have been performed in the biochemistry and molecular biology context.…”

Section: Introductionmentioning

confidence: 99%

Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses

Bevan

Chan

Tanner

2014

Biochem Molecular Bio Educ

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Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory courses to compare student surface and deep learning. Surface and deep learning were measured quantitatively by a study process questionnaire at the start and end of the semester, and qualitatively by questionnaires and interviews with students. In the traditional lecture/examination based course, there was a dramatic shift to surface learning approaches through the semester. In the course that emphasized student engagement and adopted multiple forms of assessment, a preference for deep learning was sustained with only a small reduction through the semester. Such evidence for the benefits of implementing student engagement and more diverse non-examination based assessment has important implications for the design, delivery, and renewal of introductory courses in biochemistry and molecular biology.

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Integrating Art and Science in Undergraduate Education

Abstract: Weaving the visual arts into a science curriculum can both help develop scientific imagination and engage non-scientists.

Cited by 53 publications

References 20 publications

Integrated science and art education for creative climate change communication

Integrated science and art education for creative climate change communication

Dual thinking for scientists

Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses

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