Browsing by Subject "science"

Now showing 1 - 7 of 7
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    Blending science and art: An educational perspective
    (2019) Balkir, Nur; Saher, Konca; Mihci, Gurkan; Herron School of Art and Design
    Art and design education enable students to find creative and logical solutions to various design problems. The use of materials, constructive analysis, craftmanship, and originality are some key criteria in the process. Size and dimensionality, the proportion analysis, expression integrity, substantiality, and presentability can vary depending on the project and the context. As one of the methods used to provide targeted experience and learning in art and design education, interdisciplinary work presents a right ground for complex design issues. The workshop we carried out together with the Tubitak National Metrology Institution (UME) named “Art’s Metrology, Metrology’s Art” aimed to transform art, design, and science together into a product. As rational, natural, and appropriate connections can be established between art and science, students were asked to develop a method to meet the objectives and criteria of both around a certain conceptual focus. An important inclusive of the workshop was to have students observe, get informed, and engage in dialogue and ultimately increase their curiosity about a certain mechanism outside of their studies. The group dynamic in the process of creating three-dimensional and displayable works within a scheduled time was supported by a scientist from the metrology department, three art and design instructors, Konca Şaher, Nur Balkır, and Gürkan Mıhçı from Kadir Has University. The finished works were then exhibited in the Tubitak-UME in Gebze compound. This study, which blends science and art, provided students with the opportunity to experiment with a science field, and to develop their predictions about their own disciplines. The paper will present the development and the outcome of the workshop.
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    Discovering Chinese Science and Technology: A Critical Review
    (BRILL, 2023-01-26) Zhang, Xin; History, School of Liberal Arts
    For most of the twentieth century, the investigation into the development of science and technology in China has been based on the assumption that China lacked the conditions to achieve that on its own before it was exposed to Western knowledge. The same assumption has led many inquiries into the search for shortcomings in Chinese civilization or the failure to embrace Western knowledge. It was only near the very end of the twentieth century that a breakthrough finally arrived to allow scholars to free themselves from the assumption. This article traces the history of the field as it evolved through nearly a century from denying China’s own identity to finally recognizing it. I aim to show, one of the main reasons many researchers had held this rather Western-centric view for nearly a century was to the influence of the “rise of the West” historical narrative, which dominated the discourse on world history. Only after the narrative was seriously questioned did we begin to witness significant changes in the field toward realizing China’s own achievements and historical trajectory in the development of science and technology.
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    The Five Senses of STEM Learning
    (2022) Price, Jeremy F.; Santamaría Graff, Cristina; Waechter-Versaw, Amy; Moreland, Brooke; Magee, Paula; Hall, Ted; Willey, Craig; Bulanov, Maxim; Knoors, Anneleen Johanna; Fleming, Da'Meisha; Fox, Alexandria; Murray, Ryan; Russo, Kelly; Arora, Akaash; Franklin, Jeffery
    The Five Senses of STEM Learning is a framework and approach to teaching, learning, curriculum, and pedagogy deeply grounded in Culturally Relevant Pedagogy (Ladson-Billings, 1995, 2016) and Universal Design for Learning (Meyer et al., 2013; Rose & Meyer, 2002) while also incorporating a range of ideas and concepts that are specific to STEM learning and strengthen the connections to the particular contexts of the science, technology, engineering, or mathematics learning environment.
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    Not Small Technicalities: Gender's Impact on Choosing Careers in Science, Technology, Engineering and Mathematics
    (2010-10-13) Romano, Gina Gabriele; Haas, Linda; Haas, Ain E.; Seybold, Peter James, 1950-
    This exploratory study looks at the underrepresentation of certain groups, especially women, in science, technology, engineering and math (STEM) occupations. Using longitudinal data, it investigates the impact of math and technical abilities as well as social status measures such as sex, race/ethnicity and household income on STEM career choice, arguing that social status variables have an important influence apart from abilities, with an emphasis on gender. Results show significant impacts of sex, race/ethnicity, income and both math and technical skills on STEM career choice; however, only sex, math and technical skill have statistically significant impacts when controlling for all other variables, with technical skill having the strongest impact in all tests. Implications of these findings are discussed, confirming previous studies but also setting the groundwork for inclusion of technical skill in research on STEM areas. Future efforts are argued to focus on technical ability, as well as gender and mathematical adroitness.
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    One but Not the Same: Non-Science Art in Science Education
    (Museum of Science+Industry Chicago, 2023-01) Lee, Hee-Sun; Price, Aaron; Applebaum, Lauren; Coleman, Amber C.; DeWitt, Jennifer; Miller, Alexa; Moorman, Meg; Smith, Jeff; Steciuch, Christian; Tanner, Ann; School of Nursing
    This white paper describes outcomes from a conference about using non-science art in science education. Art and science are often combined for entertainment, education (STEAM) and inspirational value. However, in almost all cases the art is science-themed (scientific visualizations, science-inspired art, art about scientific topics, etc.). This conference asks the question “what about art for arts-sake?”. That is, what is the impact of non-scientific art in science education? Can non-science themed art be used to broaden perspectives about science? Can it cue people to think about science more and differently? The conference, held at the Museum of Science and Industry in Chicago with support from the National Science Foundation, assembled artists, art educators, education researchers and scientists to discuss the potential of these topics and ways to study them.
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    Unraveling Walt Whitman
    (2007-05-18T13:43:46Z) Cristo, George Constantine; Eller, Jonathan R., 1952-; Schultz, Jane E.; Touponce, William F.
    Explores Walt Whitman's use of Thomas Carlyle's language of textiles, as well as the relation of this language to modern science.