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Effect of Visual Art Integration on ...

Rosen-O'Leary, Robin C.

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Effect of Visual Art Integration on Long-Term Retention of Science Content.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effect of Visual Art Integration on Long-Term Retention of Science Content./
Author:	Rosen-O'Leary, Robin C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	136 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13419499
ISBN:	9780438725287

Effect of Visual Art Integration on Long-Term Retention of Science Content.
Rosen-O'Leary, Robin C.

Effect of Visual Art Integration on Long-Term Retention of Science Content. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 136 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ed.D.)--Hofstra University, 2018.

This item must not be sold to any third party vendors.

Teaching and learning content in isolation where subjects are separate and distinct from one another has long been educational practice in the United States and elsewhere. The current focus on STEM education is based on the idea that science, technology, engineering and math be taught in an interdisciplinary and applied approach in grades K-12. There is growing attention to integrating the arts as an equal partner to STEM learning (STEAM). The purpose of this cluster random sample experimental study was to examine the effect of visual art instruction, specifically drawing, on long-term retention of science content. Fifty-five fifth and sixth grade students participated in this study, 31 in the experimental group and 24 in the control group. Both groups received instruction based on a modified science lesson developed by Arizona State University in cooperation with the National Aeronautics and Space Administration. The experimental group received instruction on art techniques to be used for drawing and the development of visual notes while the control group used traditional note taking and writing. A delayed post-test revealed that the drawing group scored significantly higher for retention of content. Implications for authentic arts integration revealed by this study suggest that the arts play a significant role in learning and content retention in art and science. More significantly, the participants in this study were at the level of proficiency and gifted (minimum IQ of 130), demonstrating that arts integration is effective with a more diverse population than has been previously investigated.

ISBN: 9780438725287Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Drawing

Effect of Visual Art Integration on Long-Term Retention of Science Content.
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520 $a Teaching and learning content in isolation where subjects are separate and distinct from one another has long been educational practice in the United States and elsewhere. The current focus on STEM education is based on the idea that science, technology, engineering and math be taught in an interdisciplinary and applied approach in grades K-12. There is growing attention to integrating the arts as an equal partner to STEM learning (STEAM). The purpose of this cluster random sample experimental study was to examine the effect of visual art instruction, specifically drawing, on long-term retention of science content. Fifty-five fifth and sixth grade students participated in this study, 31 in the experimental group and 24 in the control group. Both groups received instruction based on a modified science lesson developed by Arizona State University in cooperation with the National Aeronautics and Space Administration. The experimental group received instruction on art techniques to be used for drawing and the development of visual notes while the control group used traditional note taking and writing. A delayed post-test revealed that the drawing group scored significantly higher for retention of content. Implications for authentic arts integration revealed by this study suggest that the arts play a significant role in learning and content retention in art and science. More significantly, the participants in this study were at the level of proficiency and gifted (minimum IQ of 130), demonstrating that arts integration is effective with a more diverse population than has been previously investigated.
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