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The frequency of categories of accepted art integration examples.

The frequency of categories of accepted art integration examples.

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Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science t...

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... teachers' examples of art integration fall into six categories (Table 4) with two main categories based on activities and content. Each category demonstrated different aspects of making connections across science and art. ...

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... Art and Science are two incomparable and irreplaceable parts of education that complement each other; some skills such as drawing well, observing precisely, understanding an object from several dimensions, thinking spatially, and working efficiently with others which are considered as scientific tools are also the core of the arts (Akturk & Demircan, 2017). The integration between art and science education could engage students in creative projects and encourage them to express science in multitude of ways (Turkka et al., 2017). ...
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In Science, students tend to use the ability, which is dominantly controlled by their left-hemisphere brain. This study explores how science process skills (SPS) affect cognitive learning achievement (CLA) of dominantly right-brained and left-brained students. By applying project-based learning on the topic that integrates STEAM elements, this research examines the differences of the effects among those groups. The respondents were 32 8th-grade students from two randomly selected intact classes. This study employed a test to measure exogenous (SPS) and endogenous (CLA) latent variables. The partial least square - structural equation modeling (PLS-SEM) and multi-group PLS-SEM were employed to analyze the results. The evaluation of the outer model shows that both latent variables were valid and reliable. The factor loading value for all indicators of each latent variable was over 0.7. The cross-loading value indicates a higher correlation between the latent variable and its indicators compared to the other variables' indicators. The composite reliability and Cronbach's alpha values were over 0.7. The significance test shows that all indicators of each latent variable were valid. The evaluation of the inner model through the significance test (α=5%) suggests that the science process skill influenced CLA with a coefficient of 0.907. Meanwhile, the 0.822 R-square value demonstrates the variability of the SPS can explain the variability of CLA of 82.2%. The multi-group-SEM test reveals a difference in the effect of SPS toward CLA among dominantly right-brained and left-brained students. While the path coefficient for the former was 0.94, the latter was 0.881.
... As self-efficacy beliefs are context-related and dependent on perceptions of the desired outcomes [30], it follows that teachers' perceptions of ISE and their experience with implementing an integration approach influence their self-efficacy belief in ISE. However, science teachers' perceptions regarding integration and the need for integration vary [5,31,32], and research evidence on science teachers' self-efficacy for ISE is not comprehensive. ...
... Teachers' Perceptions of Implementing ISE Teachers seem to value ISE [5,7]; however, their perceptions on the effectiveness of integrated approaches are mixed [7]. Studies have determined several barriers reported by teachers implementing integrated approaches to science education [5,18,19,24,31,49]. For example, evidence suggests that teachers who perceive more time constraints use fewer inquiry-based strategies [7,49], whereas, contrastingly, teachers who perceive less pressure at work are more likely to implement student-centred approaches [50]. ...
... Bandura [30] identified mastery experiences as one of the main sources of self-efficacy, along with vicarious experiences, verbal persuasion and emotional and physiological states. Most teachers have little experience with integrated approaches to science education, especially beyond science subjects [7,31]. Furthermore, teachers have reported a lack of vicarious experiences as well as support from school and colleagues [5,19,31]. ...
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To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.
... Braund e Reiss (2019) ressaltam que a aproximação entre a Ciência e as Artes podem ocorrer em três níveis que articulam: as relações macro, entre os conteúdos e as possibilidades de estudá-las; relações meso, que se complementam na produção do currículo; e relações micro, que são estabelecidas pelas práticas pedagógicas. Vale ressaltar que, embora seja uma prática usada por professores, a abordagem integrada entre os campos das artes e das ciências ainda é escassa (Turkka, Haatainen & Akela, 2017). ...
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Este artigo tem como objetivo compreender o uso educativo do cinema na divulgação científica no âmbito de uma atividade não formal de ensino, que incluía o debate com um convidado após a apresentação do filme, do gênero ficção científica, “A Origem” para uma audiência diversificada (estudantes universitários, moradores da cidade e turistas). Analisamos o discurso empreendido pelo convidado considerando interfaces entre ciência, filosofia e arte, sob a perspectiva histórico-cultural, teoria da atividade e do materialismo histórico e dialético. Os resultados apontam para diferentes estratégias enunciativas, dentre elas: a mobilização de saberes de distintas esferas de criação ideológica - ciência, arte e filosofia - enquanto sistemas estruturados de produção e atuação humana; e o estabelecimento de vínculos ontológicos (ciência-realidade; ciência-ficção e filosofia-ficção) com os objetos discursivos da sessão comentada de cinema. O caso analisado mostra, ainda, que atividades educativas podem ser melhor compreendidas como compostas por subordinação de ações estruturadas e conscientes.
... Parece que ainda não há um consenso na área de Ensino de Ciências no sentido de que pode haver uma associação com a Arte. Palavras como "encontros" (BONANNO; BOZZO;SAPIA, 2017;MANASSERO, 2017), "cruzamento" (CACHAPUZ, 2007), "relações" (ARAPAKI; KOLIOPOULOS, 2011), "aproximação" (BRAGA; GUERRA; REIS, 2012), "simbiose" (GALILI; ZINN, 2007), "vínculo" (GÁLVAN-MADRID, 2011) e "integração" (ÇIL, 2016;LAGOS;CAMUS, 2017;TURKKA;HAATAONEN;AKSELA, 2017) são utilizadas nas produções internacionais para mostrar essa associação. Em produções nacionais, além dessas, palavras como "entrelaçamento" (SANTOS, FIGUEIRA, GUSMÃO, 2016), "interação" (SILVA; FREITAS; MIQUELIN, 2015), "união" (ARAÚJO-JORGE et al., 2018), "diálogo" (CARVALHO;REIS, 2020;GOMES, 2016;RANGEL, 2005), "ponte" (ZANETIC, 2006a;SS 2006b) e "interlocução" (FREITAS, 2018) são encontradas. ...
... Parece que ainda não há um consenso na área de Ensino de Ciências no sentido de que pode haver uma associação com a Arte. Palavras como "encontros" (BONANNO; BOZZO;SAPIA, 2017;MANASSERO, 2017), "cruzamento" (CACHAPUZ, 2007), "relações" (ARAPAKI; KOLIOPOULOS, 2011), "aproximação" (BRAGA; GUERRA; REIS, 2012), "simbiose" (GALILI; ZINN, 2007), "vínculo" (GÁLVAN-MADRID, 2011) e "integração" (ÇIL, 2016;LAGOS;CAMUS, 2017;TURKKA;HAATAONEN;AKSELA, 2017) são utilizadas nas produções internacionais para mostrar essa associação. Em produções nacionais, além dessas, palavras como "entrelaçamento" (SANTOS, FIGUEIRA, GUSMÃO, 2016), "interação" (SILVA; FREITAS; MIQUELIN, 2015), "união" (ARAÚJO-JORGE et al., 2018), "diálogo" (CARVALHO;REIS, 2020;GOMES, 2016;RANGEL, 2005), "ponte" (ZANETIC, 2006a;SS 2006b) e "interlocução" (FREITAS, 2018) são encontradas. ...
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A integração entre a Arte e o ensino de Ciências é um tema profícuo na pesquisa da área de Ensino e por isso consideramos importante um mapeamento de suas produções. O objetivo deste trabalho é, então, a elaboração de um panorama dos artigos publicados no Brasil e no exterior entre janeiro de 2000 e março de 2020 sobre a integração entre a Arte e o Ensino de Ciências. Esse panorama foi construído a partir da categorização dos temas de cem artigos Qualis A1 e A2 da área de Ensino e da utilização de uma ferramenta de análise proposta por Turkka, Haataonen e Aksela (2017) para a coleta de dados numéricos. Atrelado à análise desses artigos, fazemos a discussão dos trabalhos dos pesquisadores Edgar Morin, Charles Percy Snow e John Dewey que fundamentam a integração entre a Arte e o ensino de Ciências a partir de perspectivas filosóficas e sociológicas, que podem contribuir para a consolidação desse campo de investigação na área de Ensino. Segundo os dados produzidos em nossos estudos, a integração entre a Ciência e a Arte é mais citada nos artigos da área de Ensino de Física (n = 39). Observam-se poucas menções sobre Música (n = 4), Arte Contemporânea (n = 3) e Fotografia (n = 1) nos artigos analisados, sendo que as Artes Plásticas (n = 36) são majoritariamente abordadas. Além disso, há um equilíbrio entre as produções nacionais (n = 49) e internacionais (n = 51) sobre o tema. Contudo, a partir dos dados + Integration between Art and Science Teaching overview: quantitative and qualitative analysis
... A growing number of studies advocate using relevant science pedagogy (Codrington, 2014;Garvin-Hudson & Jackson, 2018;Hardiman et al., 2019;Turkka et al., 2017;Yücesan & Şendurur, 2018) and theoretical papers (Januchowski-Hartley et al., 2018;Nicole Bacon, 2018;Opermanis et al., 2015;Watts, 2001) have demonstrated the power of poetry to stimulate observation, imagination and emotion in school science. Research has shown that poets and both scientists bring to their work curiosity, patience and problem solving. ...
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This study aims to analyze a case study of the Digi-Stars Science Film Club, which focused on using poetry, and digital media to improve upper elementary African Americans’ science learning. Fourth and sixth grade students enrolled in an urban, parochial school took part in the club. Performance fluency skills of the students were measured before and after teaching sessions of digital storytelling, filmmaking, and guided, expressive reading of science plays, poems, songs, and raps. The results indicated that the creation of poetry with digital media projects improved students’ writing quality for ideas, organization, word choice, sentence fluency, and conventions. The digital storytelling improved the use of story elements and science vocabulary. Students’ digital stories demonstrated a steady progress in the elements of digital storytelling, media competency, and agency of students. Opportunities and challenges of implementing culturally responsive science pedagogy are discussed.
... Besides that, Yahaya et al. (2016) also conduct science learning with sexually themed science content. Turkka et al. (2017) integrating natural science learning with art, while, Guzey & Ring-whalen (2018) integrate engineering values into science learning. These variations of natural science learning integration show good results. ...
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This study aimed to determine the effect of science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters on students' concept mastery. This research was a quasi-experiment study with two sample groups, the experimental and the control classes of SMP N 2 Cangkringan. The instrument for collecting the concept mastery data were 35 items. The data were analyzed using descriptive and inferential analysis. The descriptive analysis employed the gain score's categorization, while the inferential analysis employed the independent sample t-test and effect size test using Partial Etta Square. The results showed an effect of the science subject-specific pedagogy based on discovery learning and volcanic eruption disaster on student’s concept mastery with a gain score of 0.79 (high) in the experimental class. In contrast, the control class obtained 0.07 (low). The independent sample t-test showed that the significance value obtained was 0,000. The effect size value seen from the Partial Etta Square statistics was 0.924, which showed that the science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters on the concept mastery is very strong. Thus, it can be concluded that the use of science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters can increase the student's science concept mastery. Further integration and development can be done for other types of disasters because it is one of the nature symptoms that also an object of natural science. Thus, natural science learning will be more meaningful because it is attached to the phenomena in the students' daily lives.
... The pupils' perceptions are seemingly influenced by the nature of my study which aims to link the art and science, student's previous experiences, timetable management, teachers, classroom and school settings and conditions. Firstly, as stated by Kolb and Kolb (2012) and Turkka et al. (2017), the pupils' perceptions could be influenced by several causes including the factor of teacher instruction and their previous experiences. The first seemed to be one of possible factors since the nature of my research and my teaching was making the links visible to them. ...
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Art and science have been long studied that have commonalities and complementary to each other. Some experts have considered the possibility of connecting these two disciplines in education to achieve higher quality learning. However, in its application especially in primary schools, understanding of students' perceptions toward the interrelationship of art and science is needed so that integrated learning is carried out in accordance with the needs and natural conditions of pupils. Using small scale ethnographic action research in which I took on the principal role as teacher-researcher, the present research aims to understand how primary school students experience and perceive the relationship between art and science within classroom context. The study explored the perception of thirteen Year-5 pupils in one state school in West Papua, Indonesia. Data were gathered using observation and interview methods using field notes, videos, audio recordings, and transcriptions and the analysed using a thematic analysis approach. It is found that there has been a shift of their perceptions from initially dichotomising art and science as two different areas, to seeing similarities and connections between the two disciplines. The pupils’ perceptions are seemingly influenced by the nature of the study which aims to link the art and science, student’s previous experiences, timetable management, teachers, classroom and school settings and conditions.
... & Promoting art pedagogy and other creative forms of education (Ulger 2017;Schmenner 2013) to engage students with creative projects and encourage students to express science in a multitude of ways (Turkka et al. 2017). ...
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The problem of students’ motivation to learn an ever-increasing amount of knowledge (especially in the field of information and communication technologies) is more relevant than ever. This problem can be solved on the basis of students’ active involvement in the educational process. This paper surveys modern approaches to motivate students to participate actively in the educational process. A method of involving students in the process of developing a scenario for taking blended learning courses in the university digital educational environment is proposed. The paper provides a detailed description of the method used to design the most preferred educational trajectory with the participation of students, teachers and the university administration. This method was tested by students in the Computer Systems and Networks master’s program at the National Research University Higher School of Economics (Russia). The paper provides the methodology and the results of a student survey to assess the preference for various educational trajectory components (educational elements). These elements are ranked according to the criteria set by three sides of the educational process (students, teachers and the university experts). Thus, three possible educational trajectories are constructed according to each group’s preferences. The final educational trajectory is formed according to the ranking method and the Kemeny-Snell median method. A comparison of learning outcomes before and after introducing the design method of an educational trajectory confirms the effectiveness of the proposed method. The diagram of changes in the average grade in the discipline illustrates the positive results of the method’s usage.
... Al igual que ocurría con los estudios artísticos, la experiencia de los participantes parece influir en su experiencia emocional. Estos datos respaldan las propuestas que abogan por la inclusión de la experiencia artística en los currículos oficiales de las diversas etapas educativas, proporcionando así a toda la ciudadanía experiencias artísticas, y por consiguiente emocionales, de calidad (Turkka, Haatainen & Aksela, 2017). ...
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Numerosos estudios avalan el papel del arte en la consecución del bienestar de los individuos y grupos, y por evocar emociones positivas. Esta investigación pretende conocer qué emociones son provocadas por el uso de cada arte en jóvenes y adultos, estableciendo diferencias según sexo, edad, nivel educativo, conocimientos artísticos o experiencia artística, de forma que permita efectuar propuestas educativas. Se trata de un estudio descriptivo exploratorio mediante la aplicación de un cuestionario on line construido ad hoc y validado, aplicado a 497 participantes, entre 14 y 84 años. Se han utilizado porcentajes, correlaciones, diferencias estadísticas y la prueba de esfericidad de Barlett. Los datos obtenidos permiten señalar cómo las artes promueven principalmente emociones de carácter positivo. Por sexos, se han encontrado pocas diferencias emocionales por el arte, aunque sí se aprecian diferencias según edades, nivel de estudios generales y artísticos, experiencia artística y cada arte. Las características del alumnado deberán tomarse en cuenta en cualquier propuesta de proyecto artístico que persiga el bienestar individual y social , tanto en espacios educativos formales como no formales. Los espacios terapéuticos, e instituciones sociales y educativas deberían hacer un esfuerzo en garantizar y fomentar este tipo de actividades para promover una educación emocional efectiva.
... In recent years there has been a growing interest in the use of artistic teaching practices in science education. A range of science educators have observed that embedding artistic practices in the science curriculum can both improve student interest and assist students to better understand science (Gurnon, Voss-Andreae, & Stanley, 2013;Izadi, 2017;Roy, 2017;Segarra et al., 2018;Turkka, Haatainen, & Aksela, 2017). Artistic pedagogies also have the potential to develop students' transferable skills by encouraging students to view science through a creative lens, enhancing their abilities in areas such as public presentation, communication and teamwork, and fostering their skills in imaginative, critical and transdisciplinary thinking. ...
Article
The project The Performing Sciences engaged teaching staff from biomedical sciences and theatre to design an assessment activity in which second year students at the University of Melbourne were required to explicate a biochemical concept or process using embodied modes of performance. Here we provide an extended narrative on affective engagement, offering this previous work as a case study, and describing how this innovative work advances approaches to teaching, learning and assessment in science education through theatrical performance. The case study provides evidence of the potential for creative and multi-disciplinary forms of teaching, learning and assessment to foster student engagement and increase their motivation to learn science. Our extended narrative focusses on the potential for performance-based pedagogical approaches to facilitate affective forms of learning. We argue that by employing strategies from theatre and performance studies, science educators can engage students in emotional and corporeal ways that complement their cognitive processes, as well as facilitate opportunities for collaborative and social learning.