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Refining the definition and role of science in education
Jan 27th, 2010 by Frank LaBanca, Ed.D.
I recently read a post on Wes Fryer’s blog stating:

The Kennedy Center Teaching Artists define arts integration as:

an APPROACH to TEACHING in which students construct and demonstrate UNDERSTANDING through an ART FORM. Students engage in a CREATIVE PROCESS which CONNECTS an art form and another subject area and meets EVOLVING OBJECTIVES in both.

 We should review this statement carefully, because I really think it integrates concepts of 21st-century learning very well.  It also seems so relevant to science education as well.  Too often, I think students think they learn science, but infer that “they’ll never use this in real life,” unless they become an engineer or scientist.  What I try to stress with students is that the skills we teach in science are what is critical. The content is the medium to advance those skills.  I want students to be self-directed, motivated, critical thinkers who are capable of problem finding and solving.  The Kennedy Center definition also implies constructivist learning theory in their definition. 

from: http://www.ade.state.az.us/

from: http://www.ade.state.az.us/

To that end, and as a springboard point for me, I am going to modify this definition for science education integration.  What amazes me, is that it really doesn’t change very much from the art definition:

An APPROACH to TEACHING in which students construct and demonstrate UNDERSTANDING through INQUIRY-BASED QUESTIONS AND INVESTIGATION. Students engage in CREATIVE AND LOGICAL/ANALYTICAL PROCESSES which CONNECTS SCIENCE and another subject or skill domain and meets EVOLVING OBJECTIVES in both.

Defining Inquiry Literacy
Jan 7th, 2010 by Frank LaBanca, Ed.D.

My colleagues at McGill and I recently published an article in LEARNing Landscapes entitled, Inquiry Literacy: A Proposal for a Neologism. You can read the article here.ll-no5-dec2009

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