THEANO: Investigating the Integration of Art in Teacher Education in Science

PDF (ελληνικά)
Published: Apr 18, 2026
DOI: https://doi.org/10.12681/codiste.9866
Keywords:
art in science education interdisciplinarity teacher education
Argyris Nipyrakis
University of Crete
https://orcid.org/0000-0002-6075-1784
Dimitris Stavrou
University of Crete
https://orcid.org/0000-0002-2813-0152
Abstract

Integrating Art into teaching and learning science is an approach that has the potential to bring several learning benefits, but also to make good use of students’ cultural assets. The present postdoctoral study aims to explore pre-service teachers’ views and practices in integrating two forms of Art: creative writing and theatre. The implementation of the empirical study will take place in the context of an undergraduate academic science education course for the pre-service teachers, where participants will experimentise with writing stories and dramatisations. Qualitative analysis of teachers’ interviews and questionnaires, as well as multimodal analysis of teachers’ artefacts aims to reveal insights for the design of STEAM pre-service teacher education programmes.

Article Details
  • Section
  • Αναρτημένες Εργασίες
Downloads
Download data is not yet available.
References
Νιπυράκης, Α., Πανταγιάς, Γ., & Χάλκου, Κ. (2024). Μελετώντας τα «Διερευνητικά Παραμύθια» Φυσικών Επιστημών που αναπτύσσουν Μελλοντικοί Νηπιαγωγοί. 13ο Πανελλήνιο Συνέδριο για τις Φυσικές Επιστήμες στην Προσχολική Εκπαίδευση.
Barelli, E., Barquero, B., Romero, O., Aguada, M.R, Giménez, J., Pipitone, C., Sala-Sebastià, G., Nipyrakis, A., Kokolaki, A., Metaxas, I., Michailidi, E., Stavrou, D., Lodi, M., Sbaraglia, M., Bartzia, I., Modeste, S., Martini, S., Durand-Guerrier, V., Satanassi, S., Fantini, S., Bagaglini, V., Kapon, S., Branchetti, L., Levrini, O. (2022). Disciplinary identities in interdisciplinary Topics: challenges and opportunities for teacher education. Στο G.S. Carvalho, A.S. Afonso & Z. Anastácio (Επιμ.), Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021), Part [13] (συν-επιμ. M. Evagorou & M. R. Jiménez-Liso), σσ. 934-943. Braga: CIEC, University of Minho. ISBN 978-972-8952-82-2.
Castillo-Hernández, F. J., Jiménez-Liso, M. R., & Couso, D. (2022). Can we do real inquiry online? Influence of real-time data collection on students’ views of inquiry in an online, multi-site masters’ degree on environmental education. Journal of Computing in Higher Education, 34(3), 608-632. https://doi.org/10.1007/s12528-022-09312-7
Chappell, M.J. (2024). Dimensions of the structure-agency dialectic embedded in Black students’ ethnodance of their science identity construction. Research in Science Education 54(1), 119-132. https://doi.org/10.1007/s11165-023-10111-y
European Commission (2024). The European Higher Education Area in2024: Bologna Process Implementation Report. https://eurydice.eacea.ec.europa.eu/publications/european-higher-education-area-2024-bologna-process-implementation-report
Fleer, M. (2019). Scientific playworlds: A model of teaching science in play-based settings. Research in Science Education, 49(5), 1257-1278. https://doi.org/10.1007/s11165-017-9653-z
Fragkiadaki, G., Fleer, M., & Rai, P. (2023). Science concept formation during infancy, toddlerhood, and early childhood: Developing a scientific motive over time. Research in Science Education, 53(2), 275-294. https://doi.org/10.1007/s11165-022-10053-x
Halkia, K., & Mantzouridis, D. (2005). Students’ views and attitudes towards the communication code used in press articles about science. International Journal of Science Education, 27(12), 1395-1411. https://doi.org/10.1080/09500690500102912
Kolovou, M., & Kim, N. J. (2020). Effects of implementing an integrative drama-inquiry learning model in a science classroom. The Journal of Educational Research, 113(3), 191-203. https://doi.org/10.1080/00220671.2020.1771673
Kress, G., & Bezemer, J. (2023). Multimodal discourse analysis. Στο M. Handford & J. P. Gee (Επιμ.), The Routledge handbook of discourse analysis, σσ. 139-155. Routledge. https://doi.org/10.4324/9781003035244-12
Mayring, P. (2015). Qualitative Content Analysis: Theoretical Background and Procedures. Στο A. Bikner-Ahsbahs, C. Knipping, N. Presmeg (Επιμ.) Approaches to Qualitative Research in Mathematics Education, σσ. 365–380. Springer. https://doi.org/10.1007/978-94-017-9181-6_13
Manou, L., Spyrtou, A., Hatzikraniotis, E., & Kariotoglou, P. (2022). What does “Nanoscience–Nanotechnology” mean to primary school teachers?. International Journal of Science and Mathematics Education, 20(6), 1269-1290. https://doi.org/10.1007/s10763-021-10199-6
Metaxas, I., Michailidi, E., Stavrou, D., & Pavlidis, I. V. (2025). Undergraduate students’ arising ideas during the implementation of a teaching-learning sequence on size-dependent properties in the nanoscale. Research in Science & Technological Education, 1-20. https://doi.org/10.1080/02635143.2025.2462909
Michailidi, E., McLoughlin, E., Nipyrakis, A., Kokolaki, A., Friege, G., Reiska, P., & Stavrou, D. (2024). Digital Teaching Scenarios on Advanced STEM Topics for Higher Education. Proceedings Book I of the European Science Education Research Association (ESERA) 2023 Conference, 280-288.
Michailidi, E., & Stavrou, D. (2022). Supporting the implementation of a nanotechnology teaching-learning sequence through post-induction science teacher mentoring. International Journal of Science Education, 44(2), 297-323. https://doi.org/10.1080/09500693.2021.2024914
National Academies of Sciences, Engineering, and Medicine (2018). The integration of the humanities and arts with sciences, engineering, and medicine in higher education: Branches from the same tree. http://nap.edu/24988
Nipyrakis, A. (2025). Inquiry Fairytales: Pre-service Teachers Integrating Science and Scientific Inquiry in Fairytale-like Stories for Science Teaching. [Symposium paper]. Στο A. Nipyrakis & M. Chappell (Οργαν.). Navigating the Praxis of Fiction & Non-fiction for Engaging with Science Through Storying [Συμπόσιο]. European Science Education Research Association (ESERA) 2025 Conference, Copenhagen.
Nipyrakis, A., Bitsaki, C., & Avraamidou, L. (2023). STEM Digitalis Project: Recommendations for Policymakers. https://doi.org/10.13140/RG.2.2.11022.37442
Nipyrakis, A., Pipitone, C., Satanassi, S., Branchetti. L., Barquero, B., Stavrou, D. & Levrini, O. (2024). Balancing Disciplinary and Interdisciplinary Competences: Design of Modules for Pre-service Teacher Education [Συμπόσιο]. Proceedings Book III of the European Science Education Research Association (ESERA) 2023 Conference, 67-79.
Odegaard, M. (2003). Dramatic science: A critical review of drama in science education. Studies in Science Education, 39, 75. https://doi.org/10.1080/03057260308560196
Peikos, G., & Stavrou, D. (2025). ChatGPT for Science Lesson Planning: An Exploratory Study Based on Pedagogical Content Knowledge. Education Sciences, 15(3), 338. https://doi.org/10.3390/educsci15030338
Sgouros, G., & Stavrou, D. (2019). Teachers’ professional development in Nanoscience and nanotechnology in the context of a Community of Learners. International Journal of Science Education, 41(15), 2070-2093. https://doi.org/10.1080/09500693.2019.1659521
Van Dijk, E. M., & Kattmann, U. (2007). A research model for the study of science teachers’ PCK and improving teacher education. Teaching and Teacher Education, 23(6), 885-897. https://doi.org/10.1016/j.tate.2006.05.002
Varelas, M., Diaz, A. R., Kotler, R., Woodard, R., Rock, R., Sabitt, Z., Phillips, N., Tsachor, R., Gutierrez, M., Natividad, H., Threewitt, D., & Ellison, J. (2024). Embodied, dramatizing performances in science class: multimodal spaces and places of knowledge and identity construction. Research in Science & Technological Education, 42(1), 157-179. https://doi.org/10.1080/02635143.2024.2306307
Varelas, M., Kotler, R. T., Natividad, H. D., Phillips, N. C., Tsachor, R. P., Woodard, R., Guttierez, M., Melchor, M. A., & Rosario, M. (2022). “Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms. Journal of Research in Science Teaching, 59(4), 493-528. https://doi.org/10.1002/tea.21735
Varelas, M., Pappas, C. C., Tucker‐Raymond, E., Kane, J., Hankes, J., Ortiz, I., & Keblawe‐Shamah, N. (2010). Drama activities as ideational resources for primary‐grade children in urban science classrooms. Journal of Research in Science Teaching, 47(3), 302-325. https://doi.org/10.1002/tea.20336
Woodard, R., Diaz, A. R., Phillips, N. C., Varelas, M., Tsachor, R., Kotler, R., Rock, R., & Melchor, M. (2024). ‘Be Creative and Have Fun’: elementary‐aged children's digital and embodied composing in science. Literacy, 58(2), 167-177. https://doi.org/10.1111/lit.12365