Abstract
This article explores the integration of the art studio framework developed by Harvard University’s Project Zero into science education and investigates its influence on the academic achievements of third-grade students. This study involved a cohort of 140 third-grade students from a primary school in Iran, 70 of whom were students assigned to an experimental group and taught a specific chapter from a science textbook using the art studio method. A control group of 70 students received traditional teaching methods. During the instructional period, both groups performed identical tests, and the impact of the intervention on academic grades was assessed. Statistical analysis of the experimental and control group scores revealed a significant improvement in academic achievement among students exposed to art-inspired science teaching. The study suggested that adopting the structure and features of an art class in science education positively affects student performance.
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