Examining Multimodal Learning Support Using Art Thinking: Toward Proactive Scientific Interpretation through STEAM Workshops

Abstract

The practice of multimodal learning, which involves interpreting and expressing scientific concepts through a combination of different representations, is gaining attention as a potential means of enhancing students’ independent learning. Multimodal learning necessitates the integration of approaches that have not previously been utilized in science education, and the incorporation of artistic approaches is being considered as one such approach. In this study, we conducted a STEAM workshop for high school students to support multimodal learning. The workshop allowed students to experience the process of gathering and integrating information in the creation of an artist’s work, and we examined the support provided. In particular, we observed the multifaceted nature of the students’ information gathering in the STEAM workshop and how they interpreted the gathered information in their narratives. Consequently, it was demonstrated that the students were able to gather information from a diverse range of disciplines that they would not typically encounter and express biological and evolutionary concepts in their own words. Furthermore, it was evident that multimodal learning was facilitated by this workshop.