Promoting Systems Thinking Through Arts-Based Science Activities

Abstract

We present two interventions aimed at promoting learning about both art and science. We utilize arts-based assessments as well as traditional measures to examine learning and systems thinking. Taking place in rural communities in the Pacific Northwest, and focusing on students primarily in 3rdto 5th grade, our results indicate that arts-based assessments may compliment traditional measures of knowledge, while at the same time transcending language barriers and promoting positive emotions and interest.