Arts-Based Data Visualization Professional Development: Art, Mathematics, and Science Teacher Outcomes
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| Title: | Arts-Based Data Visualization Professional Development: Art, Mathematics, and Science Teacher Outcomes |
|---|---|
| Language: | English |
| Authors: | Joy G. Bertling, Amanda Galbraith, Neal A. Monroe, Meredith Massey, Nikki Christen |
| Source: | International Journal of Education & the Arts. 2025 26(20). |
| Availability: | International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Art Teachers, Mathematics Teachers, Science Teachers, Faculty Development, STEM Education, Art Education, Art Activities, Visual Aids, Teacher Attitudes, Self Efficacy, Elementary School Teachers, Middle School Teachers |
| ISSN: | 1529-8094 |
| Abstract: | Arts-based data visualizations have been touted for making data and data visualization practices more accessible, engaging, and empowering. Though initial research suggests the potential of such approaches in educational contexts, little research has focused on professional development that might support teachers in developing and implementing such interventions. For this study, we designed and implemented a STEAM, arts-based data visualization professional development program. Our research objective was to understand teachers' conceptions and valuations of art and art education, data visualization, and STEAM, and confidence in teaching data visualization through their program participation. Employing a design-based research methodology, we found teachers regularly intertwined these concepts and demonstrated positive attitudinal growth, though only moderately emphasizing social and ecological engagement. These findings suggest key program elements, such as visual arts facilitators and multidisciplinary collaborations, could have played a role in participants' strengthened understandings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477293 |
| Database: | ERIC |
| Abstract: | Arts-based data visualizations have been touted for making data and data visualization practices more accessible, engaging, and empowering. Though initial research suggests the potential of such approaches in educational contexts, little research has focused on professional development that might support teachers in developing and implementing such interventions. For this study, we designed and implemented a STEAM, arts-based data visualization professional development program. Our research objective was to understand teachers' conceptions and valuations of art and art education, data visualization, and STEAM, and confidence in teaching data visualization through their program participation. Employing a design-based research methodology, we found teachers regularly intertwined these concepts and demonstrated positive attitudinal growth, though only moderately emphasizing social and ecological engagement. These findings suggest key program elements, such as visual arts facilitators and multidisciplinary collaborations, could have played a role in participants' strengthened understandings. |
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| ISSN: | 1529-8094 |
