THEORETICAL PERSPECTIVES ON ART INTEGRATION IN SCIENCE EDUCATION FOR SECONDARY SCHOOL STUDENTS

Abstract

This paper delves into the intersection of art and science education, focusing on the integration of art as a pedagogical tool in secondary school science classrooms. This paper also explores the theoretical underpinnings, pedagogical implications, and potential benefits of incorporating art into science education. Drawing on diverse theoretical perspectives from educational psychology, cognitive science, and arts-based research, the paper examines how art integration can enhance students' conceptual understanding, critical thinking skills, and overall engagement with scientific content. By synthesizing existing literature and theoretical frameworks, this paper aims to provide a comprehensive overview of the theoretical foundations that support the integration of art in secondary science education. Additionally, it discusses practical considerations, challenges, and future directions for educators and researchers interested in implementing art-integrated approaches in science classrooms.