Since their main educational goal is to foster rationality, the Sciences have historically been placed in opposition to the Arts, a field in which creativity is recognized as playing a key role. The false dichotomy that “artists are not analytical and scientists are not creative” was engraved in the foundations of our educational system.

The development of a curriculum to foster creativity in the teaching of Science has become a trend in the current literature not only to attract students to Science but also to fulfill the market’s constant demands for innovation and originality. Using Art to foster creativity and promote Science literacy has been commonplace in pre-school and primary school. Although still incipient, attempts to implement similar approaches at the university level have shown to be effective by influencing the motivation components, which are ultimately related to student involvement in learning and academic achievement. The potential of such pedagogical approaches is promising and deserves to be further analyzed. As stated by Eisner:

Inviting students to use their imagination means inviting them to see things other than the way they are. And, of course, this is what scientists and artists do; they perceive what is, but imagine what might be, and then use their knowledge, their technical skills, and their sensibilities to pursue what they have imagined.

Eisner, E. W. (2002). The arts and the creation of mind. New Haven: Yale University Press, p. 199

The Art & Science Project is designed to provide innovative instructional strategies and assessments to foment creativity in the teaching of Science. By expressing their conceptual understanding using art, students can enhance their cognitive capacity, enrich their cultural development, and bring joy to the learning process.