Transforming science education to increase interdisciplinarity and relevancy

• In Event: Science Education Oral Session 2 & Section Meeting

Abstract

This presentation will review an idea for a pilot study in which we will prepare teachers to create lessons that intentionally and critically connect to science, technology, engineering, art, and mathematics (STEAM) based problems within a Makerspace classroom. The study will look at the change and development over time through the use of teacher professional development. This study is important because from my experience as a classroom teacher and now a teacher educator, I have witnessed how STEAM has been more additive. Much of science education, even STEAM education, is additive, but not integrated as interdisciplinarity should be (Klein, 1990). Moran (2010) argues that our current education system is configured into separate disciplines that make knowledge restrictive, whereas “interdisciplinarity provides a democratic, dynamic and co-operative alternative to the old-fashioned, inward-looking and cliquish nature of disciplines” (p. 3). There are multiple benefits of making science education more integrated through a holistic, interdisciplinary approach that is connected to real world problems in our communities. With science as a foundation to other STEAM areas, it is important to analyze the ways in which we integrate all the fields together into the classroom. Makerspace is a perfect place to take this approach because it is a safe space that focuses on building things in a constructivist, STEAM environment. This collaborative, creative, and imaginative space provides opportunities for all students to learn and utilize 21st century learning skills that are necessary to be included in the teaching and learning experience.

Author

• Stephanie Ann Garcia, The University of Texas at San Antonio