02638nam a22002177a 450000500170000000800410001702200140005810000240007224501340009626000570023030000180028744000730030550500650037852015940044365001440203770000820218185600480226394200080231195200840231999900170240320240117112500.0240116b           ||||| |||| 00| 0 eng d  a0021-9584  aOchs, Alexandra M.   aConnecting Active Artwork to Chemistry  b: Leading Students in Inquiry-Based Learning of Density and Viscosity (Journal Article)  aWashington DC b: American Chemical Society c, 2023  a3703–3708p.  aJournal of Chemical Society v, Volume 100: Number 9, September 2023  a***______{For Hard Copy, Please visit Library.}________***

  aAbstract: 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.  a\Middle School Science| Outreach| Interdisciplinary| Hands-On Learning| Physical Properties| Density| Viscosity| Science and Creativity Art  aDee, Julianne M. | Arnold, Anne M. | Barber, Katelyn A. | Zovinka, Edward P.   uhttps://doi.org/10.1021/acs.jchemed.3c00277  cPER  00104070aRIEBPLbRIEBPLd2024-01-17l0r2024-01-17 00:00:00w2024-01-17yPER  c45309d45308