Research Article
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Year 2021, Volume: 7 Issue: 2, 141 - 150, 30.04.2021

Neslihan Dilşad Dinç , Çağatay Karahan

https://doi.org/10.24289/ijsser.887433

Abstract

References

  • Baker, D. (2013). Art integration and cognitive development. Journal For Learning Through The Arts. 9 (1). 1-15.
  • Blatt-Gross, C. (2010). Casting the conceptual net: cognitive possibilities for embracing the social and emotional richness of art education. Studies in Art Education. 51 (4). 353- 367.
  • Bolotta, A. (2017). Exploring art and science ıntegration in an afterschool program, department of curriculum. Unppublished Master thesis, University of Toronto, ABD.
  • Botstein, L. (1998). “What role for the arts?” W.C. Ayers and J. L. Miller (eds.). in: A light in dark times: Maxine Greene and the unfinished conversation. (s. 62–70). New York: Teachers College Press.
  • Burnaford, G., Aprill, A. & Weiss, C. (2001). Renaissance in the classroom: Arts integration and meaningful learning. Chicago: Routledge Press.
  • Catterall, J.S. (2009). Doing well and doing good by doing art: the effects of education in the visual and performing arts on the achievements and values of young adults. Los Angeles/London: Imagination Group/I‐Group Books.
  • Catterall, J.S., Dumains, S.A. & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: findings from four longitudinal studies: Research Raport. Retrieved July 10, 2019 from: file:///C:/Users/Lenovo/Desktop/The_Arts_and_Achievement_in_At- Risk_Youth_Findings.pdf
  • Chessin, D., and M.J. Zander. 2006. The nature of science and art. Science Scope 29, no. 8: 42–6.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. Routledge Press, NewYork.
  • Custers, E. (2010). Long-term retention of basic science knowledge: A review study. Advances in Health Science Education: Theory & Practice. 15 (1). 109-128.
  • Davis, R.S. (2008). Exploring self and cultural identities through an interdisciplinary model of art education an illustrated case study and heuristic inquiry. Unpublished PhD thesis, University Cincinnati, Ohio, ABD.
  • Deasy, R. J. (2002). Critical Links: Learning in the Arts and Student Academic and Social Development. Washington DC: Arts Education Partnership. Creative Education.
  • Degen, R. (2014). Brain-Based Learning: The neurological findings about the human brain that every teacher should know to be effective. Portugal: Amity Global Business Review.
  • DeMoss, K. & Morris, T. (2002). How arts integration supports student learning: Students shed light on the connections. Chicago, IL: Chicago Arts Partnerships in Education (CAPE).
  • Dorminey, S. J. (2015). Arts-integration in a middle grades social studies classroom. Unpublished Master thesis, Georgia Southern University, Gorgia.
  • Duggan, T. (2007). Ways of knowing: exploring artistic representation of concepts. SAGE Journals.30 (4). 56-63.
  • Eisenkraft, A., Heltzel, C., Johnson, D. & Radcliffe, B. (2006). Artist as chemist. The Science Teacher. 73 (8). 33-35.
  • Feldman, R. (2003). Art-science integration: portrait of a residency. Unpublished PhD thesis, University of Illinois, Chicago, ABD.
  • Gobert, J. & Clement, J. (1999). Effects of student-generated diagrams versus student generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching. 36 (1). 39-53.
  • Green, S. B. & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and understanding data. New Jersey: Pearson.
  • Greene, M. (2014). Teaching the art of “wide-awakeness”. Independent School. 74 (1). 122- 126.
  • Hardiman, M. (2010). “The creative-artistic brain”. D. Sousa (eds.). in: Mind, Brain, and Education: Neuroscience Implications for the Classroom (s. 226-246). Bloomington, IN: Solution Tree Press.
  • Hetland, L. & Winner, E. (2001) The Arts and Academic Achievement: What the Evidence Shows. Arts Education Policy Review. 102:5, 3-6.
  • Holcomb, S. (2007). State of the arts. National Education Association. Retrieved February 3, 2014, from: http://www.nea.org/home/10630.htm
  • Hutzel, K. (2007). A service–learning approach to teaching computer graphics. Art Education. 60(1). 33-38.
  • Jerez, W.M., Dambekalns, L. & Middleton, K.V. (2012) Art and science education collaboration in a secondary teacher preparation programme, Research in Science & Technological Education, 30:2, 209-224, DOI: 10.1080/02635143.2012.698603
  • Johnson, K. A. & Cohen, A. B. (2013). The relation between religious and national cultures. V. Saroglou (eds.). in: Religion, personality, and social behavior (s. 338- 360). New York, NY: Psychology Press.
  • Kırışoğlu, O. T. (2009). Sanat kültür yaratıcılık: Görsel sanatlar ve kültür eğitimi öğretimi. Ankara: Pegem Akademi.
  • Knight Foundation (2011). What we fund. Retrieved January 3, 2019 from: https://knightfoundation.org/programs/arts/
  • Land, M.H. (2013). Full steam ahead: the benefits of integrating the arts into STEM. Procedia Computer Science. 20 (2013). 547 – 552.
  • Latham, K. (2017). Integrating art into the classroom: a necessary component of a well-rounded education. Unpublished Honors thesis. Western Kentucky University, ABD.
  • Lok, M. (2014). Integrating the visual arts into writing: effects on student learning and engagement. Unpublished Master thesis. University of Toronto, ABD.
  • Lynch, P. (2007). Making meaning many ways: An exploratory look at integrating the arts with classroom curriculum. Art Education. 60 (4). 33-38.
  • Maneen, C.A. (2016). A case study of arts integration practices in developing the 21st century skills of critical thinking, creativity, communication, and collaboration. Unpublished PhD thesis, Gardner-Webb University, North Carolina, ABD.
  • Marollo, L.A. (2014). Integrating art + STEM: an exploratory study of three science centers. Unpublished Master thesis, University of Washington, ABD.
  • Peeck, J. (1993). Increasing picture effects in learning from illustrated text. Learning and Instruction. 3 (3). 227– 238.
  • Potter, E. & Edens, K. (2007). The relationship of drawing and mathematical problem solving: "draw for math" tasks. National Art Education Association, Studies in Art Education. 48 (3). 282-298.
  • Randolph, D. (2016). Arts integration curriculum: building relational capacities, doctor of philosophy in the culture. Unpublished PhD thesis, University of North Carolina, ABD.
  • Rinne, L., Yarmolinskaya, J. & Hardiman, M. (2011). Why arts integration improves longterm retention of content. Mind Brain and Education. 5 (2). 89-96.
  • Robelen, E. W. (2011). STEAM: Experts Make Case for Adding Arts to STEM. Retrieved June 9, 2020 from: http://www.edweek.org/ew/articles/2011/12/01/13steam_ep.h31.html?r=842095516
  • Rosen-O’Leary, R.C. (2018). Effect of visual art integration on long-term retention of science content. Unpublished PhD thesis, University of Hofstra, New York, ABD.
  • Roth, W.-M., Bowen, G.M. & McGinn, M.K. (1999). Differences in graph-related practices between high school biology textbooks and scientific ecology. Journal of Research in Science Teaching. 36 (9), 977-1019.
  • Shaw, E.L., P.V. Baggett, L.R. Daughenbaugh, and S. Santoli. 2005. From boxed lunch to learning boxes: An interdisciplinary approach. Science Activities 42/ 3: 16–24.
  • Smilian, C.A. (2004). The impact of art integration as an intervention to assist learners’ visual perception and concept understanding in elementary science. Unpublished Master thesis, Florida Atlantic University, Florida, ABD.
  • Sousa, D.A. & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible strategies to ıntegrate the arts. Thousand Oaks, CA: Sage.
  • Sparks, S. (2013). Rethinking arts integration within a 21st century high school settıng. Unpublished Master thesis, University Of Florida, Florida, ABD

Art integration applications in middle school 5th class science lesson

Year 2021, Volume: 7 Issue: 2, 141 - 150, 30.04.2021

Neslihan Dilşad Dinç , Çağatay Karahan

https://doi.org/10.24289/ijsser.887433

Abstract

The purpose of the study is to determine the effect of the use of artistic practices in different curriculum areas on learning skills. For this reason, a plan for the art integration method has been created to be applied in the subjects determined in the science course. The research was conducted with fifth-grade students studying at a public secondary school in Samsun. Consisting of 40 students, the study group was divided into two halves as the experimental and the control group, each containing 20 persons. Research data was collected by a Science Achievement Test prepared by the researcher accompanied by an expert opinion. The findings show that using the art integration method in science course increases student success. Compared to the posttest of the experimental and control groups, it was found that the success rate of the experimental group was significantly higher than that of the control group. The research findings indicate that; art integration have a potential to contribute to teaching other subjects. Besides some other suggestions were made in relation with curriculum design and policy making.

Keywords

Arts Integration Art Education Science Education Education Through Art Science- Arts Collaboration

References

  • Baker, D. (2013). Art integration and cognitive development. Journal For Learning Through The Arts. 9 (1). 1-15.
  • Blatt-Gross, C. (2010). Casting the conceptual net: cognitive possibilities for embracing the social and emotional richness of art education. Studies in Art Education. 51 (4). 353- 367.
  • Bolotta, A. (2017). Exploring art and science ıntegration in an afterschool program, department of curriculum. Unppublished Master thesis, University of Toronto, ABD.
  • Botstein, L. (1998). “What role for the arts?” W.C. Ayers and J. L. Miller (eds.). in: A light in dark times: Maxine Greene and the unfinished conversation. (s. 62–70). New York: Teachers College Press.
  • Burnaford, G., Aprill, A. & Weiss, C. (2001). Renaissance in the classroom: Arts integration and meaningful learning. Chicago: Routledge Press.
  • Catterall, J.S. (2009). Doing well and doing good by doing art: the effects of education in the visual and performing arts on the achievements and values of young adults. Los Angeles/London: Imagination Group/I‐Group Books.
  • Catterall, J.S., Dumains, S.A. & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: findings from four longitudinal studies: Research Raport. Retrieved July 10, 2019 from: file:///C:/Users/Lenovo/Desktop/The_Arts_and_Achievement_in_At- Risk_Youth_Findings.pdf
  • Chessin, D., and M.J. Zander. 2006. The nature of science and art. Science Scope 29, no. 8: 42–6.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. Routledge Press, NewYork.
  • Custers, E. (2010). Long-term retention of basic science knowledge: A review study. Advances in Health Science Education: Theory & Practice. 15 (1). 109-128.
  • Davis, R.S. (2008). Exploring self and cultural identities through an interdisciplinary model of art education an illustrated case study and heuristic inquiry. Unpublished PhD thesis, University Cincinnati, Ohio, ABD.
  • Deasy, R. J. (2002). Critical Links: Learning in the Arts and Student Academic and Social Development. Washington DC: Arts Education Partnership. Creative Education.
  • Degen, R. (2014). Brain-Based Learning: The neurological findings about the human brain that every teacher should know to be effective. Portugal: Amity Global Business Review.
  • DeMoss, K. & Morris, T. (2002). How arts integration supports student learning: Students shed light on the connections. Chicago, IL: Chicago Arts Partnerships in Education (CAPE).
  • Dorminey, S. J. (2015). Arts-integration in a middle grades social studies classroom. Unpublished Master thesis, Georgia Southern University, Gorgia.
  • Duggan, T. (2007). Ways of knowing: exploring artistic representation of concepts. SAGE Journals.30 (4). 56-63.
  • Eisenkraft, A., Heltzel, C., Johnson, D. & Radcliffe, B. (2006). Artist as chemist. The Science Teacher. 73 (8). 33-35.
  • Feldman, R. (2003). Art-science integration: portrait of a residency. Unpublished PhD thesis, University of Illinois, Chicago, ABD.
  • Gobert, J. & Clement, J. (1999). Effects of student-generated diagrams versus student generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching. 36 (1). 39-53.
  • Green, S. B. & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and understanding data. New Jersey: Pearson.
  • Greene, M. (2014). Teaching the art of “wide-awakeness”. Independent School. 74 (1). 122- 126.
  • Hardiman, M. (2010). “The creative-artistic brain”. D. Sousa (eds.). in: Mind, Brain, and Education: Neuroscience Implications for the Classroom (s. 226-246). Bloomington, IN: Solution Tree Press.
  • Hetland, L. & Winner, E. (2001) The Arts and Academic Achievement: What the Evidence Shows. Arts Education Policy Review. 102:5, 3-6.
  • Holcomb, S. (2007). State of the arts. National Education Association. Retrieved February 3, 2014, from: http://www.nea.org/home/10630.htm
  • Hutzel, K. (2007). A service–learning approach to teaching computer graphics. Art Education. 60(1). 33-38.
  • Jerez, W.M., Dambekalns, L. & Middleton, K.V. (2012) Art and science education collaboration in a secondary teacher preparation programme, Research in Science & Technological Education, 30:2, 209-224, DOI: 10.1080/02635143.2012.698603
  • Johnson, K. A. & Cohen, A. B. (2013). The relation between religious and national cultures. V. Saroglou (eds.). in: Religion, personality, and social behavior (s. 338- 360). New York, NY: Psychology Press.
  • Kırışoğlu, O. T. (2009). Sanat kültür yaratıcılık: Görsel sanatlar ve kültür eğitimi öğretimi. Ankara: Pegem Akademi.
  • Knight Foundation (2011). What we fund. Retrieved January 3, 2019 from: https://knightfoundation.org/programs/arts/
  • Land, M.H. (2013). Full steam ahead: the benefits of integrating the arts into STEM. Procedia Computer Science. 20 (2013). 547 – 552.
  • Latham, K. (2017). Integrating art into the classroom: a necessary component of a well-rounded education. Unpublished Honors thesis. Western Kentucky University, ABD.
  • Lok, M. (2014). Integrating the visual arts into writing: effects on student learning and engagement. Unpublished Master thesis. University of Toronto, ABD.
  • Lynch, P. (2007). Making meaning many ways: An exploratory look at integrating the arts with classroom curriculum. Art Education. 60 (4). 33-38.
  • Maneen, C.A. (2016). A case study of arts integration practices in developing the 21st century skills of critical thinking, creativity, communication, and collaboration. Unpublished PhD thesis, Gardner-Webb University, North Carolina, ABD.
  • Marollo, L.A. (2014). Integrating art + STEM: an exploratory study of three science centers. Unpublished Master thesis, University of Washington, ABD.
  • Peeck, J. (1993). Increasing picture effects in learning from illustrated text. Learning and Instruction. 3 (3). 227– 238.
  • Potter, E. & Edens, K. (2007). The relationship of drawing and mathematical problem solving: "draw for math" tasks. National Art Education Association, Studies in Art Education. 48 (3). 282-298.
  • Randolph, D. (2016). Arts integration curriculum: building relational capacities, doctor of philosophy in the culture. Unpublished PhD thesis, University of North Carolina, ABD.
  • Rinne, L., Yarmolinskaya, J. & Hardiman, M. (2011). Why arts integration improves longterm retention of content. Mind Brain and Education. 5 (2). 89-96.
  • Robelen, E. W. (2011). STEAM: Experts Make Case for Adding Arts to STEM. Retrieved June 9, 2020 from: http://www.edweek.org/ew/articles/2011/12/01/13steam_ep.h31.html?r=842095516
  • Rosen-O’Leary, R.C. (2018). Effect of visual art integration on long-term retention of science content. Unpublished PhD thesis, University of Hofstra, New York, ABD.
  • Roth, W.-M., Bowen, G.M. & McGinn, M.K. (1999). Differences in graph-related practices between high school biology textbooks and scientific ecology. Journal of Research in Science Teaching. 36 (9), 977-1019.
  • Shaw, E.L., P.V. Baggett, L.R. Daughenbaugh, and S. Santoli. 2005. From boxed lunch to learning boxes: An interdisciplinary approach. Science Activities 42/ 3: 16–24.
  • Smilian, C.A. (2004). The impact of art integration as an intervention to assist learners’ visual perception and concept understanding in elementary science. Unpublished Master thesis, Florida Atlantic University, Florida, ABD.
  • Sousa, D.A. & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible strategies to ıntegrate the arts. Thousand Oaks, CA: Sage.
  • Sparks, S. (2013). Rethinking arts integration within a 21st century high school settıng. Unpublished Master thesis, University Of Florida, Florida, ABD
There are 46 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Neslihan Dilşad Dinç 0000-0003-0785-8803

Çağatay Karahan This is me 0000-0003-3260-8515

Publication Date April 30, 2021
Published in Issue Year 2021 Volume: 7 Issue: 2

Cite

APA Dinç, N. D., & Karahan, Ç. (2021). Art integration applications in middle school 5th class science lesson. International Journal of Social Sciences and Education Research, 7(2), 141-150. https://doi.org/10.24289/ijsser.887433
AMA Dinç ND, Karahan Ç. Art integration applications in middle school 5th class science lesson. International Journal of Social Sciences and Education Research. April 2021;7(2):141-150. doi:10.24289/ijsser.887433
Chicago Dinç, Neslihan Dilşad, and Çağatay Karahan. “Art Integration Applications in Middle School 5th Class Science Lesson”. International Journal of Social Sciences and Education Research 7, no. 2 (April 2021): 141-50. https://doi.org/10.24289/ijsser.887433.
EndNote Dinç ND, Karahan Ç (April 1, 2021) Art integration applications in middle school 5th class science lesson. International Journal of Social Sciences and Education Research 7 2 141–150.
IEEE N. D. Dinç and Ç. Karahan, “Art integration applications in middle school 5th class science lesson”, International Journal of Social Sciences and Education Research, vol. 7, no. 2, pp. 141–150, 2021, doi: 10.24289/ijsser.887433.
ISNAD Dinç, Neslihan Dilşad - Karahan, Çağatay. “Art Integration Applications in Middle School 5th Class Science Lesson”. International Journal of Social Sciences and Education Research 7/2 (April 2021), 141-150. https://doi.org/10.24289/ijsser.887433.
JAMA Dinç ND, Karahan Ç. Art integration applications in middle school 5th class science lesson. International Journal of Social Sciences and Education Research. 2021;7:141–150.
MLA Dinç, Neslihan Dilşad and Çağatay Karahan. “Art Integration Applications in Middle School 5th Class Science Lesson”. International Journal of Social Sciences and Education Research, vol. 7, no. 2, 2021, pp. 141-50, doi:10.24289/ijsser.887433.
Vancouver Dinç ND, Karahan Ç. Art integration applications in middle school 5th class science lesson. International Journal of Social Sciences and Education Research. 2021;7(2):141-50.

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