Integrating Art into Science Education: A Survey of Science Teachers' Practices

Autor/inn/en	Turkka, Jaakko; Haatainen, Outi; Aksela, Maija
Titel	Integrating Art into Science Education: A Survey of Science Teachers' Practices
Quelle	In: International Journal of Science Education, 39 (2017) 10, S.1403-1419 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Turkka, Jaakko) ORCID (Haatainen, Outi) ORCID (Aksela, Maija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1333656
Schlagwörter	Interdisciplinary Approach; Science Education; Art Education; Creativity; Online Surveys; Science Teachers; Secondary School Teachers; Foreign Countries; Secondary School Students; Questionnaires; Coding; Teaching Methods; Qualitative Research; Content Analysis; Finland + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Naturwissenschaftliche Bildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kreativität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Sekundarschüler; Fragebogen; Codierung; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Inhaltsanalyse; Finnland
Abstract	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 teachers (n = 66). A pedagogical model for science teachers' art integration emerged from a qualitative content analysis conducted on examples of art integration. In the model, art integration is characterised as integration through content and activities. Whilst the links in the content were facilitated either directly between concepts and ideas or indirectly through themes or artefacts, the integration through activity often connected an activity in one domain and a concept, idea or artefact in the other domain with the exception of some activities that could belong to both domains. Moreover, the examples of art integration in everyday classroom did not include expression of emotions often associated with art. In addition, quantitative part of the survey confirmed that integration is infrequent in all mapped areas. The findings of this study have implications for science teacher education that should offer opportunities for more consistent art integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01