Art-Integrated Chemistry Education: Bridging Abstract Concept and Aesthetic Literacy Through Qualitative Inquiry

Abstract

In this research paper, we focus on how different arts are used in chemistry education. We have employed a qualitative reflective research design to explore how five distinct art forms engage students in chemistry education. The study utilized purposive sampling, including reflections from five teachers and five students across different academic levels. The data analysis follows the steps of qualitative research, demonstrating how the abstract nature of chemistry can be explained to students through the arts. This study shows that linking art with chemistry has a greater impact on learning and that students are also more interested in art. The finding suggested that art-integration fosters chemical literacy and aesthetic value, bridging the gap between abstract scientific concepts and public understanding. Therefore, art-based learning is necessary to inform policy and classroom practices.