International Journal of Education & the Arts

Citation: Bertling, J. G., Galbraith, A., Monroe, N. A., Massey, M., & Christen, N. (2025). Arts-based data visualization professional development: Art, mathematics, and science teacher outcomes. International Journal of Education & the Arts, 26(20). http://doi.org/10.26209/ijea26n20

Arts-based data visualizations have been touted for making data and data visualization practices more accessible, engaging, and empowering. Though initial research suggests the potential of such approaches in educational contexts, little research has focused on professional development that might support teachers in developing and implementing such interventions. For this study, we designed and implemented a STEAM, arts-based data visualization professional development program. Our research objective was to understand teachers’ conceptions and valuations of art and art education, data visualization, and STEAM, and confidence in teaching data visualization through their program participation. Employing a design-based research methodology, we found teachers regularly intertwined these concepts and demonstrated positive attitudinal growth, though only moderately emphasizing social and ecological engagement. These findings suggest key program elements, such as visual arts facilitators and multi-disciplinary collaborations, could have played a role in participants’ strengthened understandings.