Of metaphors and molecules: Figurative language bridging STEM and the arts in education

Research output: Contribution to journalArticle

Abstract

STEM education in the United States is often described as being in a downward spiral, when assessed by competency test scores and lack of student motivation for engaging STEM disciplines. The authors suggest this arises from an overly instrumental view of STEM. While STEAM has arisen as a pushback paradigm, the application of STEAM in schools is challenging, and educators are often unclear about connecting STEM and the arts. The authors suggest envisioning STEAM through natural disciplinary interconnections. They focus on the integration of language arts and figurative thinking to blur the boundaries of STEM and the arts, and offer examples of figurative language—such as metaphor, linguistic etymology and synecdoche—for framing STEM teaching and learning.

Original languageEnglish (US)
Pages (from-to)316-320
Number of pages5
JournalLeonardo
Volume53
Issue number3
DOIs
StatePublished - May 1 2020

ASJC Scopus subject areas

  • Visual Arts and Performing Arts
  • Engineering (miscellaneous)
  • Music
  • Computer Science Applications

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