New Perspectives in Science Education

Abstract: In the context of the growing importance of the STEAM (Science, Technology, Engineering, Arts, Mathematics) approach in higher education, conceptualizing the relationship between the arts and sciences is particularly relevant. This review examines the historical, theoretical, methodological, and pedagogical foundations for integrating a scientific worldview into curricula in sculpture, architectural design, art history, and architectural graphics. The authors substantiate the thesis that artistic form throughout history has not been reduced to pure subjectivity or embellishment, but has evolved inextricably linked with the study of natural phenomena, the laws of physics, and mathematical principles. The paper analyzes key historical examples of synthesis—from the universal explorations of Leonardo da Vinci and Goethe's morphological ideas to contemporary trends in bionics, parametric design, and environmental design. The focus is on concepts that serve as links between these "two cultures": biomorphology, the physics of materials properties, the theory of symmetry, spatial geometry, and principles of environmental sustainability. These categories offer the opportunity to transcend superficial imitation of nature and move toward a meaningful understanding of form as a product of the interplay of function, context, and design. The study concludes with potential educational methods aimed at developing students' synthesised thinking—the ability to recognize the aesthetic dimension in scientific data while simultaneously appreciating logic, statics, and functional validity in art and architecture. Such a synthetic perspective not only expands the horizons of art education but also fosters a holistic, responsible, and interdisciplinary consciousness, essential for responding to complex contemporary challenges—from environmental threats to the transformation of the living environment through technological means.