AI Article Synopsis
- The study focuses on interventions that promote science learning in third to fifth graders in rural Washington State by combining arts-based assessments with traditional methods.
- Results suggest that using arts-based assessments in STEM helps students demonstrate systems thinking related to socio-scientific issues.
- The findings highlight the effectiveness of arts-based approaches in assessing learning and their potential to enhance traditional educational assessment methods.
Article Abstract
We present two interventions aimed at promoting science learning. We utilize arts-based assessments alongside traditional measures to examine systems thinking. Taking place in rural communities in Washington State and focusing on students in third through fifth grades, our results indicate that arts-based assessment in STEM can support demonstration of systems thinking about socio-scientific issues. We conclude by illustrating the viability of arts-based approaches for assessment and how these methods can complement and extend more traditional measures of learning in and out of the classroom.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8982988 | PMC |
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