The effect of integrated intellectual evaluation of science education on student's science academic success, self perception and motivation

ABSTRACT The purpose of this research was to investigate the effects of science teaching with integrated art activities to the students' science achievement, self-efficacy perception and motivation. For this purpose, 6th grade science unit called "the systems in our body" integrated art activities was organized as a special teaching environment for this purpose. In this context, the research was planned as a semi-experimental research type within quantitative style research. The total time for the experimental and control groups took seven weeks. In the experimental group, the unit of systems in our body was taught by the integrated art activities in science course and in the control group was taught by the traditional methods. In this research, the quantitative data were collected from the unit of systems in our body by means of the scales of motivation and self-efficacy perception. The data collected during the research were analyzed by statistical software. In the result, the science teaching with the integrated art activities showed statistically significant mean difference in science achievement, self-efficacy perception and motivation levels when it was compared with the same scales applied on the control group taught by traditional methods. Additionally, when the qualitative data were analyzed, the students in experimental group mentioned that the science courses with the integrated art activities were joyful and also they said that they learned science courses more easily and better than the traditional science teaching methods.