The function of visual arts in the context of photography to enhance critical thinking among high school students with an emphasis on the STEAM educational approach

Document Type : Original Article

Authors

1 Educational Officer at Farhangian University, Ph.D. in Curriculum Planning, Tehran, Iran.

2 Visual Arts Instructor, PhD Candidate in Philosophy of Religious Arts, University of Religions and Denominations, Qom.

3 Adjunct Professor at Farhangian University; Ph.D. in Curriculum Studies, Tehran, Iran.

Abstract

This study analyzes the function of visual arts in the context of photography to enhance critical thinking skills among high school students, emphasizing science and technology within the STEAM framework. The primary purpose is to analyze students' photographic works as reflections of critical thinking processes and explore the use of technological tools and scientific principles in creating these works. The research methodology is based on qualitative content analysis. Visual elements and qualities such as color, light, composition, and perspective, along with the influence of technology (photo editing software) and science (principles of light and color), were analyzed in students' artworks. The findings revealed that themes such as value conflicts, environmental disorder, hope, and resilience against challenges had the most significant impact on reflecting critical thinking. The results indicate that applying the STEAM educational approach in visual arts provides a suitable platform for designing purposeful educational activities and fostering critical thinking. For instance, AI tools help students profoundly enhance their images toward creating meaning and concept, reflecting critical ideas with greater precision. Therefore, it is recommended to design educational activities with an emphasis on science and technology, purposefully utilize AI tools, and hold interactive exhibitions for discussion and analysis of artworks.

Keywords

References

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History

  • Receive Date: 29 December 2024
  • Revise Date: 17 April 2025
  • Accept Date: 18 June 2025
  • First Publish Date: 19 June 2025
  • Publish Date: 22 June 2025

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