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of Teaching and Learning  \n\n| Volume 4 | Issue 2 | Article 6 |\n| --- | --- |\n| 12-31-2013\u003Cbr>Walking the Integration Talk: An ArtSci Project\u003Cbr>Astrid Steele\u003Cbr>Nipissing University, [astrids@nipissingu.ca](astrids@nipissingu.ca)\u003Cbr>Elizabeth L. Ashworth\u003Cbr>Nipissing University, [liza@nipissingu.ca](liza@nipissingu.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part oftheArt Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Science and Mathematics Education Commons, and the Teacher Education and Professional Development Commons\u003Cbr>[http://dx.doi.org/10.5206/cjsotl-rcacea.2013.2.6](http://dx.doi.org/10.5206/cjsotl-rcacea.2013.2.6) |  |\n\nRecommended Citation  \nSteele, A., & Ashworth, E. L. (2013). Walking the integration talk: An ArtSci project.  \nWalking the Integration Talk: An ArtSci Project  \nAbstract  \nAs teacher educators, we help prepare elementary generalist teacher-candidates (TCs) for traditional classrooms. In those classrooms, subjects are often taught in isolation rather than as integrated concepts and this practice is reflected in the program at the university where we teach art and science education. Because the world is multidimensional, interconnected, and complex, we created a project that integrates art and science learning as a way to prepare future teachers to provide relevant educational experiences for their students. Data, in the form of reflection papers prepared by the TCs, were analyzed using a grounded theory approach. Emergent topics resulted in four propositions that summarize the findings. They all speak to the value of an integrated education experience for TCs. This experience provides different opportunities for learning, offers cognitive “disruption”, enables TCs to articulate pedagogy of integration, and can impact practice and program positively. In addition, three elements essential to an integration project at the tertiary level are identified.  \nEn tant qu’éducateurs d’enseignants, nous participons à la préparation de candidats en éducation qui se destinent à devenir des enseignants généralistes. Dans ces salles de classe, les matières sont généralementenseignées isolément plutôt qu’en tant que concepts intégrés et cette pratique se reflète dans le programme universitaire où nous enseignons les arts et les sciences de l’éducation. Comme le monde est multidimensionnel, interconnecté et complexe, nous avons créé un projet qui intègre l’apprentissage des artset des sciences d’une manière qui va préparer les futurs enseignants à fournir à leurs élèves des expériencesd’enseignement pertinentes. Les données, sous forme de travaux de réflexion préparés par les étudiants en éducation, ont été analysées selon une théorie à base empirique. Des thèmes émergents ont été identifiés dans quatre propositions qui résument les résultats. Elles illustrent toutes la valeur d’une expérienced’enseignement intégré pour les étudiants en éducation. Cette expérience présente des possibilitésd’apprentissage différentes et peut avoir des effets positifs sur la pratique et sur les programmes. De plus, elle identifie trois éléments essentiels pour préparer un projet d’intégration au niveau tertiaire.  \nKeywords  \nart education, science education, integration, grounded theory, teacher education  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol4/iss2/6](http://ir.lib.uwo.ca/cjsotl_rcacea/vol4/iss2/6)  \nSteele and Ashworth: ArtSci Integration  \n“Integration not only brings subjects together, but people as well.”(TC group)  \nIn most Western countries, art and science each have their own curriculum at the elementary and secondary levels, including specific content knowledge and cumulative skills. Art education explores traditional media (e.g., drawing, painting","cbCaif8ypsEkYW0E","https://ap.wps.com/l/cbCaif8ypsEkYW0E","pdf",235723,17,"English","# Abstract\n## Integrated art-science project\n## Research method and propositions\n## Implications and essential elements","[{\"question\":\"What problem does the ArtSci project address?\",\"answer\":\"The project responds to the way traditional classrooms and the university program often teach art and science in isolation rather than as integrated concepts.\"},{\"question\":\"How were the data analyzed in the study?\",\"answer\":\"Reflection papers prepared by the teacher-candidates were analyzed using a grounded theory approach.\"},{\"question\":\"What are the key outcomes of an integrated education experience for teacher-candidates?\",\"answer\":\"The findings describe four propositions: varied learning opportunities, cognitive “disruption,” the ability for teacher-candidates to articulate integration pedagogy, and positive impacts on practice and programs.\"}]","Walking the Integration Talk - An ArtSci Project | PDF",1792081319,43]