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Abstract Title: Performing Physics: An Analysis of Design-Based Informal STEAM Education Programs
Abstract: Informal educational programs that integrate the arts with  sciences technology engineering and mathematics, or STEAM, are growing in prominence, including within informal physics. There are learning and social benefits that can come from blending physics with arts through STEAM education. One benefit that drives this work is the ability of STEAM programs to shift the exclusive culture of typical science learning environments, which is especially relevant to typical physics settings. However, there is room in the literature to understand the different ways we can integrate arts and STEM. This work presents two models for a design-based informal STEAM program that integrates performance art and physics content. We analyze artifacts, video and interview data from a "performing physics"  program that was designed and run in the fall of 2015. We use this analysis to inform a second model of the program that will be run at the end of this summer.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B38
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Simone Hyater-Adams
University of Colorado Boulder
390 UCB
Boulder, CO 80309
Co-Author(s)
and Co-Presenter(s)
Tamia Williams, Mount Holyoke College
Claudia Fracchiolla, University College Dublin
Noah Finkelstein, University of Colorado Boulder
Kathleen Hinko, Michigan State University