Title : Utilizing art to enhance learning STEM subjects required for aquaculture
Abstract:
This presentation explores an approach to strengthening Science, Technology, Engineering, and Math (STEM) education within elementary and secondary aquaculture and hydroponics programs by integrating artistic practices into core science learning. An aquaculture/hydroponic school garden provides a dynamic, hands-on environment where students can meaningfully apply and strengthen core STEM skills through real-time observation, experimentation, and problem-solving. As schools increasingly adopt aquaculture and hydroponic systems to introduce students to real-world STEM applications, educators face persistent challenges in accurately assessing student understanding—particularly among early learners who are prewriting or those with limited writing skills. Before a student learns to write letters and words, they must develop essential pre-writing skills, including fine motor coordination, hand strength, and an understanding that written symbols convey meaning. They also engage in a process of organizing their thoughts and ideas. Additionally, maintaining student engagement in complex STEM concepts can be difficult, especially for learners who may not initially view these subjects as accessible or relevant to their interests. The central problem addressed in this project is the gap between students’ conceptual understanding and their ability to express that understanding through traditional written assessments. To address this issue, the presentation proposes a solution that incorporates art as an alternative mode of assessment within aquaculture-based STEM instruction. Drawing, painting, model-building, and other forms of visual expression allow students to represent scientific processes and engineering concepts in ways that do not rely on early writing proficiency. This approach offers a means for educators to evaluate comprehension while simultaneously expanding instructional methods to include creative, multimodal learning. Results from implementing art-based assessments in an aquaculture/hydroponics school garden program indicate strong positive outcomes across diverse learner groups. Students with learning disabilities demonstrated increased participation alongside their peers, benefiting from inclusive assessment options that highlight strengths beyond written expression. Moreover, students who previously believed STEM subjects were “not for them” showed renewed interest and confidence when given opportunities to engage through artistic tasks. Overall engagement in Science, Technology, Engineering, and Math increased when artistic expression was incorporated throughout the learning process, and educators gained clearer, more comprehensive insight into student understanding.
