Abstract :
In an experimental computer art graphics class, students explored geological concepts and processes through creating art. It was examined if studentsʹ achievement in geology could be improved by creating art, and how quality of studentsʹ artwork may be influenced by their scientific experiences. Analyses of variance and covariance showed significant difference between the mean geology laboratory grades and course final grades for the experimental and the control group. Jurorsʹ evaluations of the studentsʹ artwork in the form of a forced q-sort correlated with the order of art creation. The questionnaire answers revealed that the creation of geology-related art provided the students with confidence about their artistic abilities and increased studentsʹ understanding of scientific concepts. The results of this study indicated that building representations of scientific concepts through computer art may improve studentsʹ achievement in science and enhance their artistic production.
