Abstract:

Integrative Studies courses ask the student to consider a topic from the perspective of two different General Education Knowledge Domains. They aim to advance students’ ability to comprehend topics from multiple perspectives to see connections and grasp the concept that one must employ different modes of thinking [1]. In this paper, we will discuss our study’s findings in one such course that pairs geoscience with art history in a course called Rocks, Minerals, and the History of Art. The integrative nature of interdisciplinary learning is critical not only for synthesizing knowledge from multiple disciplines but also for implementing the synthesized knowledge into the process of more effective learning [2], [3]. Assessing STEAM (STEM + Art) learning is challenging [4] due to ensuring equal assessment between art and non-art [5] and the lack of “assessment indicators for higher STEAM education” [6, p. 11]. Thus, it is under-researched. This paper will add to that body of research. We will present part of the findings for two of our research questions. First, What are the correlations between different assessment types and overall success? Second, Is there a significant effect of being in one group over the other on quizzes when H5P self-assessment questions are answered throughout the course?

Fifty-two undergraduate students participated in the study from two sections of an online course . The course consisted of seven modules that cover geoscience and art history topics in two-week increments. Each module was assessed using a quiz and a discussion. Also, a final group project researching an example of geologically derived art material not otherwise covered in the course was required. H5P self-assessment questions were a supplementary resource that supports learning. Pearson correlation and repeated-measures ANOVA were used for analyses.

The frequency of answering H5P self-assessment questions was correlated with the overall success in the course and quiz success. Self-assessment and quizzes enable equal assessment between art and non-art (e.g., geoscience) [5], affecting the success in the course. Participants were more successful in knowledge checks quizzes for Lapis Lazuli and Alabaster than for Rock Crystal, Garnet, and Marble.

References:
[1] Penn State University, “Undergraduate Bulletin 2022-23.” [Online]. Available: https://bulletins.psu.edu/undergraduate/general-education/integrative-studies/
[2] D. White and S. Delaney, “Full STEAM ahead, but who has the map for integration? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools,” LUMAT: International Journal on Math, Science and Technology Education, vol. 9, no. 2, pp. 9–32, 2021, doi: https://doi.org/10.31129/LUMAT.9.2.1387.
[3] C. Wajngurt and P. Sloan, “Overcoming gender bias in STEM: The effect of adding the arts (STEAM),” InSight2006, vol. 14, pp. 13–28, 2019, doi: 10.46504/14201901wa.
[4] C. E. Carter et al., “Defining STEAM approaches for higher education,” European Journal of STEM Education, vol. 6, no. 1, pp. 1–16, 2021, doi: 10.20897/ejsteme/11354.
[5] T. Hunter-Doniger, “Art infusion: Ideal conditions for STEAM,” Art Education, vol. 71, no. 2, pp. 22–27, 2018, doi: 10.1080/00043125.2018.1414534.
[6] C. P. Sarmiento, M. P. E. Morales, L. E. Elipane, and B. C. Palomar, “Assessment practices in Philippine higher STEAM education,” JUTLP, vol. 17, no. 5, pp. 286–301, 2020, doi: 10.53761/1.17.5.18.

Keywords:

STEAM, interdisciplinary education, assessment.