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Integrating Science with the Humanities and Liberal Arts By Katherine Hill and Colleen Staniszewski.

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Presentation on theme: "Integrating Science with the Humanities and Liberal Arts By Katherine Hill and Colleen Staniszewski."— Presentation transcript:

1 Integrating Science with the Humanities and Liberal Arts By Katherine Hill and Colleen Staniszewski

2 What is an Integrated Curriculum? Priorities that overlap multiple disciplines are examined for common skills, concepts and attitudes. Priorities that overlap multiple disciplines are examined for common skills, concepts and attitudes. Integrated Curriculum Includes: Integrated Curriculum Includes: Combination of subjects Combination of subjects Emphasis on projects Emphasis on projects Sources that go beyond the text Sources that go beyond the text Relationships among concepts Relationships among concepts Flexible schedules Flexible schedules Flexible student groupings Flexible student groupings

3 Advantages and Disadvantages of Integration Advantages: Advantages: Encourages students to see interconnectedness and interrelationships among disciplines Encourages students to see interconnectedness and interrelationships among disciplines Students are motivated as they see these connections Students are motivated as they see these connections Disadvantages: Requires interdepartmental common teaching and planning time Requires knowledge of both disciplines; better for more experienced teachers

4 Issues to be discussed Web of human relationships: new technologies, new communities Web of human relationships: new technologies, new communities From revolutions in science to evolutions in human thought From revolutions in science to evolutions in human thought Technologies of life: health care, genetics and medical ethics Technologies of life: health care, genetics and medical ethics The self and the laws of science The self and the laws of science Artificial intelligence and the nature of knowledge Artificial intelligence and the nature of knowledge New theories in education and business New theories in education and business The history of science and society The history of science and society

5 Interdisciplinary Topics Scientific ethics Scientific ethics Scientific photography Scientific photography Analysis/restoration of paintings Analysis/restoration of paintings History of quantum theory History of quantum theory Moral issues involved in medical concerns Moral issues involved in medical concerns Cloning and genetic engineering Cloning and genetic engineering

6 Learning Objectives and Outcomes Objectives: Objectives: Be able to communicate scientific knowledge clearly in writing and speaking Be able to communicate scientific knowledge clearly in writing and speaking Be aware of ethical issues in science and technology Be aware of ethical issues in science and technology Be able to evaluate scientific studies for accuracy Be able to evaluate scientific studies for accuracy Outcomes: Skills and tools Knowledge Intellectual inquiry

7 Science and Art Connections Used in physical science when studying laws of motion, electricity, magnetism, electromagnetic radiation, chemical bonding and astronomy: Used in physical science when studying laws of motion, electricity, magnetism, electromagnetic radiation, chemical bonding and astronomy: Architecture Architecture Construction Construction Materials design Materials design Music Music Used in biological sciences, ecology and the environment, organization of cells, genetic code, cloning, human biology and infectious diseases: Painting Sculptures Special effects in television Films

8 Similarities in Science and Art Need for inspiration Need for inspiration Creativity and hard work Creativity and hard work Willingness to experiment and be brave Willingness to experiment and be brave The conviction that you are searching for or creating work that says something meaningful about the world or nature is “more than pretty pictures”. The conviction that you are searching for or creating work that says something meaningful about the world or nature is “more than pretty pictures”.

9 Activities that Connect Science and the Humanities Field trips to local museums or communities Field trips to local museums or communities Panel discussions Panel discussions Collaborative projects Collaborative projects Writing workshops Writing workshops

10 Programs State humanities councils provide a context for public conversations about issues demanding scientific expertise. State humanities councils provide a context for public conversations about issues demanding scientific expertise. Public programs Public programs Reading and discussion programs Reading and discussion programs Teacher institutes Teacher institutes

11 Preconceptions Students believe that science and math are objective and history and the humanities are subjective. Students believe that science and math are objective and history and the humanities are subjective. Students don’t realize that both art and science are based on facts and data. Students don’t realize that both art and science are based on facts and data.

12 Research Effect on content knowledge: Effect on content knowledge: Significant effect on writing and content knowledge Significant effect on writing and content knowledge Growth in conceptual understanding Growth in conceptual understanding Students stay in school longer, like school better and work harder. Students stay in school longer, like school better and work harder. Effect on Attitude: More team spirit Improved attitudes and work habits Teachers feel they are able to teach more effectively. Teachers discover new interests and teaching techniques.

13 Bibliography http://www.essentialschools.org/cs/resources/view/ces_res /171 http://www.essentialschools.org/cs/resources/view/ces_res /171 http://www.essentialschools.org/cs/resources/view/ces_res /171 http://www.essentialschools.org/cs/resources/view/ces_res /171 http://www.sfsu.edu/~nexa/best340_paper3.html http://www.sfsu.edu/~nexa/best340_paper3.html http://www.sfsu.edu/~nexa/best340_paper3.html http://biowww.clemson.edu/biolab/inter.html http://biowww.clemson.edu/biolab/inter.html http://biowww.clemson.edu/biolab/inter.html http://www.nwrel.org/scpd/sirs/8/c016.html http://www.nwrel.org/scpd/sirs/8/c016.html http://www.nwrel.org/scpd/sirs/8/c016.html http://webs.wofford.edu/goldeyes/sciencehumanities/Golde yWoffordChapter2004.pdf http://webs.wofford.edu/goldeyes/sciencehumanities/Golde yWoffordChapter2004.pdf http://webs.wofford.edu/goldeyes/sciencehumanities/Golde yWoffordChapter2004.pdf http://webs.wofford.edu/goldeyes/sciencehumanities/Golde yWoffordChapter2004.pdf http://www.cornish.edu/humsci/learning-outcomes.htm http://www.cornish.edu/humsci/learning-outcomes.htm http://www.cornish.edu/humsci/learning-outcomes.htm http://www.collegequarterly.ca/2005-vol08-num04- fall/hollenbeck_reiter.html http://www.collegequarterly.ca/2005-vol08-num04- fall/hollenbeck_reiter.html http://www.collegequarterly.ca/2005-vol08-num04- fall/hollenbeck_reiter.html http://www.collegequarterly.ca/2005-vol08-num04- fall/hollenbeck_reiter.html http://www.stanford.edu/dept/news/pr/93/930609Arc3224. html http://www.stanford.edu/dept/news/pr/93/930609Arc3224. html http://www.stanford.edu/dept/news/pr/93/930609Arc3224. html http://www.stanford.edu/dept/news/pr/93/930609Arc3224. html http://www.cosmos-club.org/journals/2002/leftwich.html http://www.cosmos-club.org/journals/2002/leftwich.html http://www.cosmos-club.org/journals/2002/leftwich.html

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