General Description of the Workshop

Teachers ‘ comments about the workshop  

  Some photos

Teachers working in groups were challenged to create an artistic production (AP) using a short story, comic, poem, etc., for one of these science projects: Math, Chemistry, Physics, Biology or Environmental Science. Discussion followed on best methods and how teachers can use the AP to teach these subjects.
We reproduced in this workshop with NEST teachers the didactic proposal I have been implementing in teaching science with 15 years old students over the last five years. Of course, there are differences. My students and I work on this for two months, but in this workshop we worked for only an hour. The other great difference is that students have been working only a little on Science subjects before this class. But teachers handle Science subjects. 
The teachers, divided into interdisciplinary groups (Math, Chemistry, Physics, Biology, Environmental Science), created an artistic task (poem, short story, comic) using a Science subject (chosen among the fields mentioned). In a log they registered the decisions taken, doubts about subjects, explanations, problems faced during this process, ideas discussed, etc.   Then each group passed their artistic production (AP) to another group. This one analyzed the AP recognizing the Science subject and the way the group used the Science subject.  Then each group will discussed how teachers can use the artistic production to teach these subjects.
Finally a representative of each group made a report of the activity. 

If you are interested in applying this proposal with your students be free of communicating with me to: patriciaarwyen@gmail.com.
I’d like to share with you my experience about this in class and I’d like to know your experience too. Thank you. 
 

Bill: - “We actually… well, one of our members first started up by talking about the Fibonacci sequence, and he showed all of us the sequence of numbers, and then I talked about the relationship of the divine number to various aspects such as Architecture and Biology. So, we started to…Things just kind of spiralled from there, we started… everybody started contributing a little bit to the topic; and then somebody said “Oh! Why don’t we draft the thing on a piece of paper”?, you know, section the paper in three…”

Suzanne: - “…it enables you as the teacher to see their misconceptions and identify those a lot quicker than if you just question them and they paraphrase to you what you’ve just said; now, because thy have to apply it, somehow you ca really begin to see whether or not they understand it, and I think it kind of reinforces their understanding in tremendous amounts.”

Gabriela: -“…I am very interested in searching from Arts. How connecting Art and Science is a way to explore. A strong point is that the Art connects the human aspects to the scientific aspects. The communication is not only intellectual... but of course, the teachers must have very clear their goals in class, the topics to be thoughts”.

David: -“… I knew about it [oxides]. But it helped to have a chemist and a Biology person and a Physics person in our groups because we could share our different perspectives on Oxide.”

 

   
Kendall station at Cambridge. System showing the resonance phenomenon.

   
Hernán, Me, Ellie and Gabriela.

   
This is me next to an engine using an argentine scarf after
the soccer match against Germany .
Why am I laughing?

 

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