STEAM: Using the Arts to Train Well-Rounded and Creative Scientists

Segarra, Verónica A.; Natalizio, Barbara J.; Falkenberg, Cibele V.; Pulford, Stephanie; Holmes, Raquell M.

doi:10.1128/jmbe.v19i1.1360

Cited by 70 publications

(83 citation statements)

References 24 publications

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“…Some art activities can be related to engineering design and other innovative areas. Approach with art elements helps to recruit, train, and retain such a workforce in ways that are effective and sustainable and foster innovation (Segarra et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Art and Esp Integration in Teaching Ukrainian Engineers

Pollard

Olizko

2019

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The article suggests art and ESP integration in a foreign language classroom at technical university. The authors describe five parts of the art and ESP integrated project "Water treatment" developed for teaching chemical engineers ESP at tertiary level. Each part of the project combines art such as poster drawing, writing a poem, creating a brand and making videos with ESP purposes. The results of the pedagogical experiment conducted at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" (Igor Sikorsky KPI) proved the improvement of professional language, engineering creativity, intellectual engagement and collaboration skills of the students of the experimental group. The answers of the questionnaires conducted among the ESP teachers and students of Igor Sikorsky KPI showed their positive feedback about art and ESP integration. The issues of engineering creativity, active engagement, collaboration and authentic material usage were studied as components of multidisciplinary and multipurpose art and ESP integrated approach. The concluding part of the article outlines the main problems which can occur while integrating art and ESP in Ukraine such as lack of time and materials for exploring art, possible sсepticism towards art elements in ESP.

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Section: Discussionmentioning

confidence: 99%

Art and Esp Integration in Teaching Ukrainian Engineers

Pollard

Olizko

2019

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“…In the natural sciences, creativity is not explicitly valued by scientific institutions and therefore not perceived as desirable by the scientist. Often, questioning the norm necessary to create new processes and products is seen as being detrimental to an institution, requiring risk-taking and courage (Scheffer et al, 2017;Segarra et al, 2018). The number of publications, their citations, and the prestige of a journal typically remain more important than the transformative process and outcome of the scientific product.…”

Section: Creativity-that Is Developing Original Ideas and Concepts-mentioning

confidence: 99%

“…Such training is a long-term educational process, of unlearning and learning, not a short-term instruction, and may involve starting from either observation or theory. Art practice, intent and question may then ignite new dimensions of thinking in the sciences (Bohm, 1969) and open up avenues for art-science instruction (Gurnon et al, 2013) also as part of integrated science-technology-engineering-arts-mathematics (STEAM) programs (Bequette and Bequette, 2012;Segarra et al, 2018). 2.…”

Section: Creativity-that Is Developing Original Ideas and Concepts-mentioning

confidence: 99%

“…These approaches also require an environment of trust to share insights and an environment of respect for creativity. A Co-Lab connecting artists and scientists may test assumptions about critique in unexpected ways, and may promote needed risk-taking (Segarra et al, 2018). The arts may be particularly effective partners for deep collaboration by providing "trading zones" that are divorced from disciplinary constraints (Brown and Tepper, 2012).…”

Section: Creativity-that Is Developing Original Ideas and Concepts-mentioning

confidence: 99%

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Learning scientific creativity from the arts

Lehmann

Gaskins

2019

Palgrave Commun

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Examining scientific creativity through the lens of artistic practice may allow identification of a path towards an institutional environment that explicitly values and promotes transformative creativity in science. It is our perception as an artist and natural scientist that even though creativity is valued in the sciences, it is not institutionally promoted to the same extent it is in the arts. Acknowledging creativity as acts of transformation and central to scientific pursuit, actively utilizing chance and failure in scientific experimentation, are critical for step changes in scientific knowledge. Iterative and open-ended processes should be modeled after insights from a range of practices in the visual, performing and media arts. Successful institutional implementation requires training through a long-term process of unlearning and learning, organizing interactions to critique results, designing experiments to contain trial and error, and building common and individual spaces that promote chance encounters across disciplines and with non-academic sectors. As a natural scientist and an artist, we call for bringing such a transformative creative approach into scientific practice as a guiding principle for organizational and cultural development of the university.

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“…This system includes several approaches such as project‐based learning, mathematical modeling, and computational thinking. Some researchers by including arts into the system propose a still newer approach, Science, Technology, Engineering, Arts and Math (STEAM) , which we find quite appropriate.…”

Section: Introductionmentioning

confidence: 99%

Music notes to amino acid sequence: A STEAM approach to study protein structure

Açan

2019

Biochem Molecular Bio Educ

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Recently, manuscripts that use bioinformatics tools to convert proteins and other biological materials into music have appeared in several journals. The authors claim that this type of studies adds joy to education of life sciences and attract public attention to biochemistry education along with other uses. We thought the reverse of the process might also be possible for the purpose. We converted notes into amino acids depending on the decreasing hydrophobicity and by using the famous nursery song “Twinkle, Twinkle, Little Star” notes, a hypothetical protein sequence was obtained. Three‐dimensional structures were modeled by I‐Tasser Protein Structure and Function Prediction server and the structure of the possible models were investigated. This Science, Technology, Engineering, Arts and Math (STEAM) approach may bring fun to protein structure education. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):669–671, 2019.

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STEAM: Using the Arts to Train Well-Rounded and Creative Scientists

Cited by 70 publications

References 24 publications

Art and Esp Integration in Teaching Ukrainian Engineers

Art and Esp Integration in Teaching Ukrainian Engineers

Learning scientific creativity from the arts

Music notes to amino acid sequence: A STEAM approach to study protein structure

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