Using Place-Based Art Education to Engage Students in Learning about Food Webs

Autor/inn/en	Conkey, April A. T.; Green, Marybeth
Titel	Using Place-Based Art Education to Engage Students in Learning about Food Webs
Quelle	In: Journal of Instructional Pedagogies, 21 (2018), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-5324
Schlagwörter	Grade 4; Grade 5; Elementary School Students; Rural Schools; Place Based Education; Art Activities; Science Activities; Science Instruction; Zoology; Gardening; Field Trips; Wildlife; Student Attitudes; Knowledge Level; Program Effectiveness; Ecology; Environmental Education; Texas + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Künstlerische Tätigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zoologie; Gartenarbeit; Exkursion; Schülerverhalten; Wissensbasis; Ökologie; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	Integrating art into science as a means of involving students in learning about their environment offers the promise of engaging students both cognitively and emotionally. However, few studies have investigated the use of art as a learning and assessment tool in science. As such, we conducted a research study with 4th and 5th grade students at a rural school district. Our goal was to assess the impact of a place-based art and science activity on student learning about trophic levels (food webs) centered on local snakes. Activities included a lesson on trophic levels, a guided field trip to view live rattlesnakes, a native plant garden, and examples of local wildlife. Students were then instructed to paint a snake in its local environment featuring three trophic levels. Pre- and post-activity artwork and surveys were used to score student knowledge and perceptions about science, art, and local wildlife. Qualitative data was collected from focus group interviews of school administrators, teachers, and parents. We found that the students' understanding of ecosystem components improved, and they were able to transfer their knowledge and use of scientific terminology to other situations. In addition, the activity generated excitement, interest, and curiosity among the students, teachers, and parents. Thus, engaging students in place-based art experiences is useful for enhancing student understanding of trophic-level concepts and can be applied similarly to other science lessons. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01