(Repost) Synthesis Blog #4

• Summary: Tearing Down The Wall: Literature and Science, Westcott and Spell 

The article suggests that literary works can exist and even thrive with science-related themes in order to improve students’ learning and interest in an area of study.  A significant example of this would be when the authors write that Carl Sagan wrote about Kepler and Brahe’s discovery of planetary motion, but writes it in a memorable, emotional sense which humanized and popularized the text beyond one field of study. Another instance I found worthwhile during the piece was about Jules Verne’s description of the submarine in 20,000 Leagues Under The Sea. The description included scientific features in fine detail.  

• Connections:  

I have read 20,000 Leagues Under The Sea (For a high school English class) . I remember reading about the submarine and then searching on google about what submarines are made of, and I remember that took me to a history page about submarinesn wartime. That’s three subjects, and I didn’t even know it! 

My background knowledge in Science (other than astrology) is weak. Hopefully, I will be able to immediately connect with a science teacher in order to boost my class morale and interest by introducing a new subject to literature. 

• Critiques   

Many of the examples were redundant, as in the examples were great, but seemed static because It was the same storyline for most of them. “Author X helped author Z by adding a certain content” or “Author X added this content to enhance the material.” 

No real solution provided to use these strategies in a classroom. After reading the article, I have an idea of how I can use cross-content area in my main subject, but I would have appreciated a paragraph or two of a template or an explanation of how to set up a classroom in which I can successfully implement the new content into the plan. 

• Importance/Significance 

Furthering your understanding of other content can elevate your students’ learning. By adding certain aspects to science from literature and vice versa, students can connect the two (drastically different in appearance) subjects and spike their interests in the material. 

Seeking help is okay, and instructors can implement these strategies slowly with room for error.  

Cross-content implementing will enhance students’ knowledge over both subjects, which will increase test scores, and hopefully real-life application.