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Lack of interest in science and the need for innovation
The interest in learning science has been extensively studied by the community of researchers in educational sciences in recent years, and the vast majority of these studies (Bybee and McCrae 2011, P. Anderhag et al. 2014, PISA studies, Palmer et al. 2017) indicate a decline in students' interest in STEM fields. This situation is concerning, both for educators and policymakers, as well as the research community, as it influences the career choices of young people in scientific fields, where it is crucial to maintain and enhance scientific and technological research and innovation in our society.
In particular, at the primary level, science teaching is essential to nurture children's natural curiosity and prepare them for a deep understanding of the world around them. It is therefore crucial to engage students in science from a young age. Science provides children with an opportunity to ask questions, explore, experiment, and develop their critical thinking skills. These skills are essential in the modern world (Romero et al.) and can be applied in all areas of life.
One of the factors contributing to demotivation in science education is the need for pedagogical evolutions and innovations. Traditional lessons based on lectures and repetitive exercises can quickly become boring for students. When they are not actively involved in the learning process, students can lose interest and motivation. It is therefore essential to introduce interactive and engaging teaching methods, such as hands-on experiments, educational games, and group projects, to maintain interest and stimulate students' curiosity, making teaching more interactive and effective.
However, it is necessary to develop programs that allow teachers to embrace these new approaches by presenting their pedagogical interests and applications within school activities. The Mimesis project is one of the responses provided to teachers to innovate in the approach to science by integrating creative content.
The Transition from STEM Education to the STEAM Approach
The teaching of scientific, technological, engineering, and mathematical subjects (STEM) has long been considered essential in preparing students for the challenges of the modern world. However, an increasing number of educators recognize the importance of integrating the arts (A) into this education, which has led to the emergence of the STEAM approach.
The interdisciplinary approach of STEAM (Science, Technology, Engineering, Arts, and Mathematics) aims to "generate learners' interest in science and technology and develop their creative problem-solving abilities" (Kim & Kim, 2020) and thus "enhance students' effectiveness, confidence, and interest in learning science" (Baek et al., 2011). It allows for stimulating creativity, innovation, and critical reasoning in students by enabling them to make connections between seemingly distinct learning domains.
The STEAM approach offers many advantages for students. By integrating the arts into STEM education, the STEAM approach encourages students to harness their creativity and imagination to solve complex problems. It also provides them with the opportunity to develop their skills in communication and collaboration through interdisciplinary projects. These skills are essential in today's professional world (key 21st-century skills, Romero et al.), where employers are looking for individuals who can innovate and quickly adapt to changes.
In addition, the STEAM approach allows students to see scientific and technological subjects from a different perspective. By integrating arts and creative learning, it makes these subjects more accessible and stimulating. Finally, the STEAM approach prepares students to face the challenges of the future. Encouraging them to think creatively and adopt a holistic approach to learning, it prepares them for careers in fields such as technological innovation, design, media, and many more.
To implement the STEAM approach, it is essential to rethink the way scientific, technological, engineering, mathematical, and arts subjects are taught. Collaboration among teachers of different subjects should be encouraged to create interdisciplinary projects. Teachers should have access to new tools, including technological and multimedia resources, to make learning more interactive and engaging. However, they also need specific training to develop the skills necessary to use these new resources. This commitment to content and pedagogical approach can also be accompanied by work on school spaces, offering more flexibility for students to explore and experiment freely, promoting autonomy, and new forms of assessment that allow children to view their learning freshly.
Mimesis, concretely creating links between the sciences and the performing arts
The learning of science and arts has long been considered as two distinct domains, but in reality, being closely linked, they can mutually benefit learners, as the STEAM approach suggests. Integrating science and arts in education offers numerous opportunities to enrich learning with new knowledge, ideas, and methodologies. By connecting scientific concepts with forms of artistic expression, students are encouraged to explore both domains in a complementary and in-depth manner, while adding an emotional and personal component to them.
To put this interdisciplinarity into practice, it is necessary to rethink how subjects are taught. Teachers can collaborate to create interdisciplinary projects that integrate science and arts. For example, they can incorporate elements of artistic design to visually communicate the results of a scientific experiment. In contrast, an artistic project may involve researching scientific concepts to inspire artistic creations.
At Mimesis, we seek to explore this approach at the level of pedagogical tools. Beyond the juxtaposition of scientific and artistic learning, the project explores how the scenic component, incorporating emotions, rhythm, and body movement, can allow for the exploration, illustration, and understanding of scientific concepts. The project emphasizes the ability to provide teachers with the necessary resources and training to integrate arts into their teaching.