Sustainability Transdisciplinary Education Model: Interface of Arts, Science, and Community (STEM)

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Clark, Barbara; Button, Charles
Titel	Sustainability Transdisciplinary Education Model: Interface of Arts, Science, and Community (STEM)
Quelle	In: International Journal of Sustainability in Higher Education, 12 (2011) 1, S.41-54 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/14676371111098294
Schlagwörter	Art History; College Students; Teacher Student Relationship; Aesthetic Education; Nongovernmental Organizations; Sustainable Development; Natural Resources; Aesthetics; Interdisciplinary Approach; STEM Education; Geography; Environmental Education; Teacher Education; Public Schools; College School Cooperation; Connecticut + Suchen Sie Ihr Suchwort? History of art; History of arts; Kunstgeschichte; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Ästhetische Bildung; Nachhaltige Entwicklung; Natural Ressource; Natürliche Ressource; Ästhetik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; STEM; Geografie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerausbildung; Lehrerbildung; Public school; Öffentliche Schule
Abstract	Purpose: The purpose of this paper is to describe the components of a sustainability transdisciplinary education model (STEM), a contemporary approach linking art, science, and community, that were developed to provide university and K-12 students, and society at large shared learning opportunities. The goals and application of the STEM curriculum will be discussed. Design/methodology/approach: The STEM integrates the sciences, arts and aesthetics, and the university with the greater New Britain community, and beyond. Academic areas included geography, environmental science, communication, art history, aesthetics, and teacher education. The transdisciplinary methodology was integrated in a learner-centered design. To achieve a cycle of community engagement regarding sustainability, university students were placed within the greater New Britain community. This included interaction with K-12 urban public schools, the New Britain Museum of American Art (NBMAA), numerous nongovernmental organizations, state and federal governmental elected officials, and the general public. Findings: As a result of the mutual learning implicit in the STEM, all participants expanded each other's understandings of sustainability. Students were learning from instructors, instructors were learning from students, students were learning from students, instructors were learning from instructors, and all were learning and sharing knowledge with the greater community. As a result, all participants gained a deeper and broader understanding about human-environment relationships and how humans impact natural resources. Practical implications: Because the assignments given to the university students were authentic performance tasks embedded in sustainability issues, students developed a broader disposition for thinking and learning and therefore become metacognitive. The STEM emphasized aesthetic education, integrating science and the arts. As a result, the participants developed their ability to connect academic domains of knowledge and creatively address sustainability challenges. Originality/value: The convergence of science, art, and aesthetics enabled the participants to develop a deeper spiritual awareness and understanding of eco-justice for the promotion of a sustainable society. The STEM utilized cultural resources of the university and New Britain community (i.e. institutional members of the NBMAA and The Central Connecticut State University). Students were introduced to the concept of mutual learning with all the communities and organizations involved. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10