Connecting Active Artwork to Chemistry: Leading Students in Inquiry-Based Learning of Density and Viscosity
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Alexandra M. Ochs [1] ; Julianne M. Dee [1] ; Anne M. Arnold [2] ; Katelyn A. Barber [3] ; Edward P. Zovinka [1]
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[1] Saint Francis University
Saint Francis University
Borough of Loretto, Estados Unidos
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[2] Pacific Northwest National Laboratory
Pacific Northwest National Laboratory
Estados Unidos
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[3] State University of New York
State University of New York
City of Albany, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 100, Nº 9, 2023, págs. 3703-3708
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
At its simplest, paint pouring is the mixing of paints with lower density and viscosity liquids and then pouring them onto a surface for an aesthetic artifact. Using active art as a teaching tool, middle school students were engaged in a paint pouring activity to study the influence of the interdisciplinary combination of chemistry and art topics on student understanding of density, viscosity, and creativity. It is accepted that hands-on activities increase the understanding of complex topics because students are able to apply these topics to real-world applications. Survey analysis (N = 124) of a pre- and post-event survey with 14 Likert scale questions broken into the following categories: density, science and creativity, viscosity, and art. The pre- and post-surveys included three multiple-choice questions indicating that student’s understanding of the importance of density and viscosity in art increased after completing the activity. Of the 14 Likert scale questions, 11 showed an increased self-reported understanding of the scientific concepts and enthusiasm for art after engaging in the paint pouring exercise. Three responses did not increase, as the students already wanted to complete a paint pour and recognized paint pouring as an art activity. It was also observed that, after completing the exercise, students were receptive to how science and art can be integrated. Correct student responses to the multiple choice all increased in the post-survey, providing evidence for the self-reported increased student understanding of density and viscosity.
