Sculpting and modelling in the classroom – possibilities and potential benefits of integrating mould-making activities from a biology teacher’s perspective

Abstract

Since the beginning of time, humankind has been interested in understanding the world around us. Our ancestors realised they could record their observations and experiences for posterity by forming their own shapes. In this way, they could pass on their discoveries about other living beings and their human bodies – while acquiring increasingly sophisticated fine motor-, psychomotor-, and abstraction skills through the practice of creative forming and tool-making activities. In my study, I recall the role of visual communication, including form-making in the development of our world today. I will attempt to demonstrate that the integration of form-making in the classroom can benefit learners in many ways. First, I will examine the skill-building effects of form-making activities, using a thought experiment to illustrate the proven benefits of the method and its potential for development. I will then draw on art therapy research to describe the health and personality development effects of shaping. I will also briefly discuss the proven effects of this type of activity on creativity and motivation. The main emphasis will be on demonstrating that formative activity can, in certain situations, enhance the effectiveness of learning when teaching biology content. I will present international research that in recent years has shown that formative activities can offer a valid alternative to dissection both in university anatomy courses and in public education. As a conclusion of my study, I conclude that it would be worthwhile to further research the integration of form-making into the curriculum in Hungary as well. Since the method is closely aligned with the 2020 NAT requirements for active learning, it would be beneficial to investigate its applicability in the classroom from the perspective of several subjects.