Bridging Boundaries of Science and Art for Biology Students: Effects of Integrating Botany and Artistic Perspectives to the Motivation of Students in Learning
John Oliver P. Distor and Jovita A. Anit

Department of Biology
College of Arts and Sciences
Research and Development Center
Rizal Technological University
*jdistor[at]rtu.edu.ph

Abstract

Engaging biology majors and non-majors in learning botanical concepts, observing and recognizing plants around them, and shifting their attitudes and behavior toward botany can be challenging and often requires a multi-perspective approach. Botany provides the opportunity to teach important scientific concepts, address environmental and social issues, while increasing the visibility and awareness of the natural world. STEAM is a growing movement to integrate the arts into science, technology, engineering and math education, and it is currently applied to some schools in the Philippines. During a time when science educators are seeking new and more effective ways to convey complex scientific issues, the field of art education offers innovative and alternative ways to reach students. In this study, plant art was integrated in botany classes of undergraduate Biology students with a unique virtual class workshop and written reflection exercise that was developed to seek the interests of students in learning botanical concepts, engagement in careful observation and visualization of nature, and increase the sensitivity by connecting science and nature-based art. Students were also asked to view, create (herbarium) and conceptualize works of botanical art as a multi-perspectival process of engaging with relevant scientific processes and sustainability concerns connected to botany.

Keywords: Plant art, Botany, Biology Education, STEAM

Topic: Art Education