The effect of astronomy education supported by art activities on the creative thinking skills of science preservice teachers

This study aims to determine the effect of astronomy education enriched with art activities on the creative thinking skills of science preservice teachers. A quasi-experimental design with pre-test and post-test control groups, a quantitative method, was used. Additionally, qualitative data were collected from the experimental group using a case study approach, including interviews and observations. The research population consisted of science preservice teachers in Turkey. The sample was selected through convenience sampling and included 35 third-year science preservice teachers taking an undergraduate astronomy course for the first time. Course plans containing art activities, the core component of the intervention, were developed by the researcher and refined via expert reviews and pilot implementation. The experimental process lasted four weeks and was conducted within the topic of the "Solar System." Data collection tools included a personal information form, implementation observation form, semi-structured interview form, art activity evaluation form, and the Torrance Tests of Creative Thinking (TTCT) – Figural and Verbal Forms A and B, adapted to Turkish by Aslan (2001). Quantitative data were analyzed with SPSS 29 using paired and independent samples t-tests, the Friedman test, one-way and repeated measures ANOVA, and ANCOVA. Qualitative data were analyzed through descriptive and content analysis. Findings revealed a statistically significant improvement in creative thinking skills—both figural and verbal—in favor of the experimental group. Most sub-dimensions of figural creativity and all sub-dimensions of verbal creativity showed significant differences favoring the experimental group. Observation scores and artistic products also showed notable improvement over time. In the verbal domain, female and left-handed participants performed better than male and right-handed participants, respectively. No significant differences were found based on other demographic variables such as number of siblings, birth order, or parents' education or occupation. Qualitative results supported the quantitative data, confirming that integrating art into astronomy education positively influenced creative thinking. Based on the results, suggestions were made for educators and researchers in science and astronomy education.