A study to understand the role of visual arts in the teaching and learning of science

This section presents a detailed analysis and discussion of the data collected for this study. The results are presented by answering the research questions proving the outcomes with tables and charts. The researchers highlight key findings by relating them to the literature review.

Teachers’ perceptions on the incorporation of visual arts in science lessons

Table 1 presents the teachers’ responses to the survey questionnaire. The results show that the Grade 3 teachers portray positive perceptions and an adequate understanding of the science and visual arts integration.

Table 1. Teachers’ responses to survey questionnaire (Part A)

Questions	Teacher A	Teacher B	Teacher C	Teacher D
Question 1: What are the most important learning outcomes in Science?	Knowledge to analyse and predict the outcome.	To know the concept of science topics	Understand the scientific concepts being taught and how to apply it to solve problems.	To be able to understand and apply essential skills and techniques of various topics with connection of our real life.
Question 2 What are the most important learning outcomes in Visual Arts?	To be creative and think out of the box to develop thinking skills.	To be able to use different elements of visual arts through other subjects.	How to express your feelings using art.	To master and create meaningful pieces of artwork of different designs, patterns and colours.
Question 3 Do you think it is useful to integrate the different strands of Visual Arts into Science? Why?	Yes, possible to include some since both subjects need development of thinking skills.	Yes, they will understand the topic. They seem also to be more interested.	Yes, because it helps them in visualizing their science concepts and processes to understand better.	Yes, because it creates an open learning whereby students are able to express and experiment many things.
Question 4 Based on your personal observation, what do you think interests students the most during their Science lessons?	The experiments & hands-on practical.	The experiments that we conduct in classes.	The applications of science concepts in everyday through experiments and observation.	Hands-on activity
Question 5 As a Science teacher, have you used any Visual Arts’ strands such as drawing, painting or colouring, printing, using clay, construction making or using fabric and fiber in any of your Science lessons? If yes, please give an example.	Yes, using different materials to learn about buildings & making them stable.	Yes I do all the time. There was once we did a diorama.	Yes, the students were involved in construction making for the unit of inquiry.	Yes, creating different life cycle of animals in a paper plate and draw/illustrate the famous Eiffel Tower on drawing blocks.
Question 6 How often do you use Visual Arts’ strands in your lessons?	Quite often	Quite often	Quite often in their unit of inquiry and science lessons.	Frequently

First of all, the participants were asked to list down the learning outcomes of science and visual arts. This allowed the researchers to gauge the teachers’ basic knowledge on the subject taught and integrated during lessons. According to the learning outcomes of science listed by the participants, students should be able to apply the ‘knowledge [learnt] to analyse and predict the outcome’. Teacher C stated that students should also be able to ‘understand the scientific concepts being taught and how to apply it to solve problems’. Problem solving is a vital learning outcome required to be developed by all young learners today (DfE, 2012). The key processes listed by the Department for Education (2012) include that all key stage 2 children should be able to develop enquiry skills with the usage of ‘a range of scientific methods and techniques to develop and test ideas and explanations’. Teacher D stated that students should ‘be able to understand and apply essential skills and techniques of various topics with connection of our real life’. This is supported by Reis who believes that ‘science is a body of knowledge about the world’ (2002, cited in Devereux, 2007:5). Thus, it is important for young children to develop the understanding of science concepts with the ability to connect to the real world rather than rote memorizing the content in schools. The curriculum opportunities listed by the Department for Education (2012) too emphasizes on learning science through real-life exemplars, for instance, engaging them in practical life scenarios or delivering lesson content in different environments aid students’ learning and understanding.

Although the samples comprised of science teachers, the participants also had a basic background on the learning outcomes of visual arts. Teacher D stated that students should be able ‘to master and create meaningful pieces of artwork of different designs, patterns and colours’. Teacher C added on that students learn to express their emotions through arts education. As a summary, all teachers believe that visual arts aid in developing creative thinking skills. This is supported by Dobbs who confirms that ‘the study of art promotes attention to perception and expression, and thus contributes to the building of language and communication, critical thinking, and problem-solving skills’ (1998:9).

The researchers found that all teacher participants believe that the integration of different visual arts’ elements into the teaching and learning of science is useful. Teacher D pointed out that this integration encourages open learning in which students are given the freedom to understand and analyse the science concepts though their preferred form of art. The results of this study show that all the teachers use the strands of visual arts; drawing, painting or colouring, printing, using clay, construction making or using fabric and fibre during their science lessons. The teachers observed that students are more interested in learning science when experiments and hands-on activities are carried out during lessons. Teacher A noticed that students like to draw or create visuals to support and explain their learning of science. This is in line with the Primary School Curriculum developed by the National Council for Curriculum and Assessment which highlighted that ‘in drawing, painting, constructing and inventing, the child assimilates and responds to experience and tries to make sense of it’ (1999:11). This learning outcome is also achieved when teaching ensures ‘that 'investigating and making' includes 'exploring and developing ideas' and 'evaluating and developing work'. 'Knowledge and understanding' should encompass this process’ (DfE, 2011). The teachers provide opportunities for learners to inquire and explore learning after which they are encouraged to create or participate in hands-on activities to stimulate new ideas and thinking skills. The teacher participants confirmed that through the integration of visual arts, science concepts and processes are easily understood by all learners.

Students’ perception on the incorporation of visual arts in science lessons

Another survey questionnaire was used to gather the data required to answer the second research question: What are students’ perceptions on the incorporation of visual arts in the teaching and learning of science? Table 2 presents the outcomes obtained from the students’ survey questionnaire. The questionnaire was designed primarily to identify their perceptions on the integration of visual arts in their science lessons.

Table 2. Students’ perceptions on science lesson using visual arts

Question	Yes (%)	No (%)
Do you enjoy doing Visual Arts such as drawing, colouring, painting or using clay?	100	0
Do you enjoy your Science lessons?	97	3
Are you happy with the activities in your Science lessons?	100	0
Do you like to work in groups with your other classmates?	90	10
Do you enjoy making 3D models for your Science topics?	94	6
Do you like it when your teacher allows you to draw something for your Science topic?	97	3
Do you think it is fun to learn Science through Visual Arts?	77	23
Did you like today’s Science lesson?	94	6

The findings show clearly that all students enjoy doing the different strands of visual arts where 97% of the students enjoyed their science lessons. All the students were happy with the activities carried out during their science lessons as they were allowed to draw images to express their learning of science. Despite favouring the visual arts subject more than science, 23% of the students did not find it fun to learn science through visual arts. A minimal 10% of the students did not enjoy making 3D models or drawing images of their particular science topics. From the classroom observation, the researchers noticed that teachers manage these students by grouping them with those who are capable of learning through the elements of visual arts. However, the results show that 10% of the students did not prefer working in groups. Table 2 also shows that all students think it is important for them to learn visual arts. Some mentioned that learning arts is fun and interesting while others merely believe that art is another lesson that is planned to be taught in school. Besides this, one student mentioned that ‘it helps us to explain the drawing’. All the student participants except for two of them felt happy about learning science through visual arts and claimed that it helps them understand their science topics better. The researchers noticed that students find science fun and interesting as they get to draw, design and create models and learn both subjects at once. The students provided examples of lessons in which their teacher incorporated the elements of visual arts in the learning of science. This includes activities like making 3D models of man-made structures, creating dioramas of habitats and drawing living things and their processes.

Students’ motivation when visual arts are used in the science classroom

With the help of the classroom observation procedure, the researchers were able to answer the final question of this research: How does the usage of visual arts motivate students to learn science? The results prove that the integration of visual arts in the teaching and learning of science motivate learners to acquire knowledge and understand the hard sciences well with the guidance and teaching approach provided by their teachers. This is supported by Dickinson who states that ‘the arts are an incredible tool for 'ratcheting up' the quality of work and standards in a school (2005:4). The teacher participants of this study confirm that students seem to be more interested in attempting and completing given tasks within the time limit. They enjoyed using the strands of visual arts especially drawing. This is supported by Perin (1994) who proves that students’ results excel even with just the devotion of 25% or more of arts.

The researchers observed two out of the four grade 3 classes in order to support the data collected through the questionnaires. The objective of the lesson conducted in Classroom A was to identify and understand an insect’s life cycle while Classroom B intended to identify parts of a flower during the particular lesson. At the beginning of the lesson, the teachers’ projected relevant visuals by which a discussion over the respective topic was carried out with the students. This allowed active engagement from all the students as they responded and shared their knowledge with others. In this way, the teachers were able to identify their students’ prior knowledge before setting a task on the lesson. Instructions provided were clear and specific as the teachers equally emphasized the importance of presenting their respective learning with the usage of their creative art skills.

The students in both classrooms were happy to draw out their respective science tasks; an insect’s life cycle and flower. They enjoyed working in their groups as they discussed while drawing and colouring. The students in Classroom A used colour pencils and markers while the students in Classroom B made use of paint and crayons to illustrate their drawings. The researchers noticed that the positive learning environment created by the integration of visual arts promoted the eagerness to learn the science concept well. At the end of the lesson, students in Classroom A were told to present their work to the classmates. The visuals enabled all the learners to present well as they were able to explain the life cycle step by step.

The researchers observed a positive learning environment during the classroom observations. They also observed students’ expressions and responses towards the task given during their science lesson. A few students actually exclaimed happily when the teacher instructed them to draw, colour or paint the particular science concept and process to present their understanding. Both teachers from the two classrooms encouraged this enthusiasm by motivating them with positive verbal feedback such as ‘good job’ and ‘excellent’. Consequently, many students showed the readiness to learn and eagerness to attempt the task well too. Participation of students increased when the teachers showed appreciation for each child’s artistic expression and encouraged further spontaneity as well as risk-taking abilities. The researchers noticed that children’s self-esteems were enhanced as they were given the independence to use their preferred strand of visual arts to complete the given activity. This is supported by Jensen’s (2002) study where the findings indicated that students’ attendance improved as they enjoyed coming to school to explore and discover their abilities (cited in Riley, 2012). Besides the findings from the researchers’ classroom observations, the teachers too were asked to comment on their observations of the students’ motivation levels during the lessons. Table 3 presents the data of the teachers’ responses.

Table 3. Teachers observation of students’ motivation level

TEACHERS QUESTIONS	A	B	C	D
Question 7 According to your observation, how have your students adapted to using their Visual Arts’ skills in their Science tasks?	They'll draw diagrams to predict the outcomes and draft and plan the experiment.	When they apply and create somehting out of what they've learnt.	The students use their drawing skills taught by their art teacher.	Some of them works very effectively in applying their brilliant art skills in visualizing their learning.
Question 8 Do you think the use of Visual Arts’ skills have improved their knowledge and understanding? By giving an example, please explain how have they improved?	Yes, by using graphic they can get more ideas and thought. Explanation through drawing are easier to understand as well.	They have a better understanding as they are applying their new gained knowledge.	Yes, in their unit of inquiring they were able to draw their own sketches of structure and construct it.	Yes, its colours and shapes assisted them in understanding parts of a flower.
Question 9 Which skills were developed among your students after integrating Visual Arts into the Science lessons?	Planning and analysing	Drawing skills help them to visualize the real object especially when we are running out/lacking resources. Communication skill has improved through models made through Art in Science classes.	They are more creative in expressing their thoughts.	Creative thinking skills
Question 10 Has the integration of Visual Arts motivated your students to learn Science? How can you tell?	Yes, instead of writing details, explanations in sentences, they prefer to draw and explain in their own words.	They are more interested and they enjoy the lessons.	Yes, they can understand the lesson better by drawing pictures of animals etc.	Generally, yes. They are able to complete their task on time.

Teacher A underlines that students prefer drawing and explaining in their own words rather than constructing detailed sentences. This is similar to past research where ‘drawing the content of science, geography, and social studies lessons resulted in noticeable differences in speed of learning and retention’ (Brooke, 1997, cited in Dickinson, 2005:9). Besides playing a significant role in facilitating active learning and engagement during lessons, the teachers observed how students are motivated towards learning a particular subject when visual arts is integrated in the subject. All the teacher participants agreed that the incorporation of visual arts in the teaching and learning of science generally motivated their learners to study science. The teachers identified various skills developed by the students after the integration of visual arts in their science lessons. These include the development of creative thinking skills, the ability to express their thoughts and visualize real-life objects and planning and analyzing of concepts and processes. Teacher B highlighted the improvement observed among learners’ communication skills after activities that integrated any strand of visual arts, for example model making. This finding is similar to previous researches. For example, the Department for Education (2012) reported that pupils begin to connect and explain science ideas using simple models and structures. Moreover, the Department for Education (2012) also reported that arts education enables learners to explore and communicate their learning. The teachers believe that students learn and achieve better skills in their science lessons though the elements of visual arts. The teachers’ and students’ perceptions stated earlier prove that the integration of visual arts in the teaching and learning of science has positive outcomes on all learners. Teacher A observes that the students will ‘draw diagrams to predict the outcomes and draft and plan the experiment’. Freedman (2003) believes that arts education provide cultural awareness as children learn how to express themselves based on their surrounding and social context. The researchers were able to obtain clear results through the data collection procedures used. The findings show that students indeed developed academic and cognitive skills when given opportunities of using the different elements of visual arts to express their learning of science. The findings also revealed both students’ and teachers’ have positive views towards this integration and that the use of visual arts does enhance the motivation level of students towards learning science.