- Title
- The art of science: utilising artistic methods to assist in the learning of natural sciences and technology in the intermediate phase
- Creator
- Deyzel, Jenilyn
- Subject
- Science -- Study and teaching (Primary) -- South Africa
- Subject
- Science -- Study and teaching (Elementary) Educational toys
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10948/39502
- Identifier
- vital:35279
- Description
- This explorative case-study investigates the educational opportunities associated with an Art-infused pedagogy, according to the perceptions of ten Natural Sciences and Technology (NST) teachers. To examine the possible learning benefits of incorporating artistic activities into the teaching of NST, an Educative Curriculum Material (ECM) was designed that focused on teacher learning and the application of skills in real-life educational practice (Krajcik & Delen, 2017). Results suggest that the ECM, known as the Art-education intervention, facilitated an understanding of the learning potential of an Art-based pedagogy, provided practical ways of applying artistic methods in the classroom and illustrated how Art and NST could be taught together. Thus, the ECM supported the participant’s pedagogical design capacity. As a qualitative and interpretive study, emphasis is placed on the unique perspective of each participant while addressing similarities between cases (Creswell & Poth, 2018). Pre-and post-intervention interviews were conducted, recorded and analysed. Data were gathered systematically through the use of semi-structured interview questions and a questionnaire that required participant involvement through drawing and critical reflection. The case-based themes generated through analysis of data, represent shared ideas raised by the participants themselves. Results suggest that an Art-infused pedagogy can provide children with the opportunity to develop observation and critical thinking capabilities, including the advancement of spatial reasoning skills, problem solving abilities and metacognition. The participants reported an increased level of engagement from the children in their respective classes, where ‘doing’ aided the learning process. Added to this, the use of artistic terminology and open-ended questioning facilitated vocabulary enhancement. Time and resource constraints were identified as potential concerns when implementing an Art-infused pedagogy, as was a teacher’s perception of his/her own artistic abilities. Previous artistic experience had little influence on a teacher’s ability to teach in an integrated manner, suggesting that with effective training, artistic activities could be utilised by any NST teacher to promote learning in NST.
- Format
- viii, 170 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
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NMU School for Initial Teacher Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Jenilyn Deyzel.pdf | 4 MB | Adobe Acrobat PDF | View Details Download |