Abstract

Creating learning environments that integrate arts, sciences, and computing in education can improve learning in these disciplines. In particular, transdisciplinary integrations of these disciplines can lead to expansive alterations or dissolutions of epistemological, ideological, and methodological boundaries. We wish to support teachers in the creation of transdisciplinary learning environments that draw on art, science, and computing. We developed a classroom project genre, Luminous Science, that was designed to bridge disciplinary materialities, epistemologies, and representations through students’ construction of computationally-rich representations of physical phenomena. We present a study of a multidisciplinary group of teachers co-designing a Luminous Science unit for their classrooms using sculptural lanterns with programmable media for both investigations and expressions of classroom gardens. We present a framework for examining what disciplinary understandings teachers drew on, how these ideas were utilized, and why they were brought together. We found teachers engaged in richly metarepresentational discussions wherein they applied values, epistemic criteria, and practices from all three constituent fields of study in their design work. We show how teachers developed units that simultaneously overlapped and diverged due to the pressures of navigating disciplinary and school structural challenges. Qualitative analysis of teacher discourse reveals how teachers liberated disciplinary boundaries, actively and critically explored synergies and tensions in disciplinary integration, and traversed goals that focused on both disciplinary improvement and holistic learning. Our study sheds light on how we can both study teachers who are designing for disciplinary integration and support them through professional development opportunities to encourage more transdisciplinary interactions that can expand what it means to do or teach art, science, and computing.

摘要

创建将艺术、科学和计算融入教育的学习环境可以改善这些学科的学习。特别是，这些学科的跨学科整合可能导致认识论、意识形态和方法论界限的广泛改变或瓦解。我们希望支持教师创造利用艺术、科学和计算的跨学科学习环境。我们开发了一种课堂项目类型 Luminous Science，旨在通过学生对物理现象的计算量丰富的表示的构建，将学科物质性、认识论和表示联系起来。我们展示了一个多学科教师团队的研究，他们使用带有可编程媒体的雕塑灯笼为课堂花园的调查和表达共同设计了一个发光科学单元。我们提出了一个框架，用于检查教师借鉴了哪些学科理解、如何利用这些想法以及将它们结合在一起的原因。我们发现教师参与了丰富的元表征讨论，他们在设计工作中应用了所有三个组成研究领域的价值观、认知标准和实践。我们展示了教师如何开发由于应对学科和学校结构挑战的压力而同时重叠和发散的单元。教师话语的定性分析揭示教师如何解放学科界限，积极和批判性地探索学科整合中的协同作用和紧张关系，并跨越了专注于学科改进和整体学习的目标。我们的研究阐明了我们如何既可以研究为学科整合而设计的教师，又可以通过专业发展机会支持他们，以鼓励更多的跨学科互动，从而扩展艺术、科学和计算机教学的意义。