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Finding and Using the ART in Science Lessons

Finding and Using the ART in Science Lessons

Kevin D. Finson
Copyright: © 2017 |Pages: 23
ISBN13: 9781522523345|ISBN10: 1522523340|EISBN13: 9781522523352
DOI: 10.4018/978-1-5225-2334-5.ch009
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MLA

Finson, Kevin D. "Finding and Using the ART in Science Lessons." Cases on STEAM Education in Practice, edited by Judith Ann Bazler and Meta Lee Van Sickle, IGI Global, 2017, pp. 183-205. https://doi.org/10.4018/978-1-5225-2334-5.ch009

APA

Finson, K. D. (2017). Finding and Using the ART in Science Lessons. In J. Bazler & M. Van Sickle (Eds.), Cases on STEAM Education in Practice (pp. 183-205). IGI Global. https://doi.org/10.4018/978-1-5225-2334-5.ch009

Chicago

Finson, Kevin D. "Finding and Using the ART in Science Lessons." In Cases on STEAM Education in Practice, edited by Judith Ann Bazler and Meta Lee Van Sickle, 183-205. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2334-5.ch009

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Abstract

Teachers can find art in their science lessons if they know what to look for. The art in many science lessons is in the form of visual representations, which can be seen to exist on a continuum ranging from very concrete and iconic to very abstract and symbolic. There should be a progression through a lesson that guides students in identifying, interpreting, and analyzing different visual representations, and ultimately help them know how to create their own. The teacher should be very deliberate in his/her selection, generation, and/or use of visual representations. Five critical things the teacher should be mindful of include: (1) how the learner's mind processes visual information, (2) what visual literacy is, (3) what is meant by cognitive loading, (4) different types of visual representations, and (5) augmenting student learning by using a variety of visual encryptions.

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