http://orcid.org/0000-0002-4228-3606
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ABSTRACT
New visuality in art/science pedagogies challenges teachers to rethink their curriculum and the role of digital new media in facilitating conceptual thinking and the role of the creative representation of knowledge. Recent neuroscientific research on cognition, perception, memory, and emotion inform and provoke implications for 21st-century learning. Analysis of student artwork uncovers pedagogical challenges for teachers. Teachers use visual learning and its forms of higher process thinking to allow students to make cognitive connections with images, giving them the capacity to integrate concepts for the communication of art/science learning. Examples of student learning from years 3–5 and 15–17 illustrate these ideas.
Additional information
Funding
Funding for this article was provided by, the School of Creative Arts and SORTI (Study of Research Training and Impact) and PVC Academic Office at The University of Newcastle, Australia[none].