Editorial

Rosanne Quinnell, Margaret Wegener, Rebecca LeBard, Stephanie Beames

Abstract


The papers selected for this Special Issue focus on the scholarly, personal and scientific value of creative works generated formally within the curriculum, and informally. Poetry, visual arts, music, reflective prose and storytelling - the papers showcase “When Science meets the Arts”, offering examples of how our colleagues across science and mathematics have blurred disciplinary boundaries to better support student learning. It is exciting to see the broad range of educational situations where this is occurring. Science, technology and mathematics disciplines addressed here include mathematics, biomedical science, botany, chemistry, microbiology, physics, psychology and zoology.
In the place where science and art meet, the edges of both science and science education soften and invite authenticity and vulnerability. Some of these papers offer examples/exemplars of pedagogic and professional practices that encourage students (and educators) to look within themselves and express their understandings in ways that are not usual in science. Others have highlighted the pedagogic value and impact of partnerships between science and creative disciplines. Enriching science students’ experiences by including approaches and content that sit outside of science can address the challenges of engagement that are particular to science and mathematics education. Exploring what it means to do science or mathematics, exposing the tacit, can deepen understandings of what science (or mathematics) is.

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