Effects of Implementing an Integrative Drama-Inquiry Learning Model in a Science Classroom

Autor/inn/en	Kolovou, Maria; Kim, Nam Ju
Titel	Effects of Implementing an Integrative Drama-Inquiry Learning Model in a Science Classroom
Quelle	In: Journal of Educational Research, 113 (2020) 3, S.191-203 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kolovou, Maria) ORCID (Kim, Nam Ju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1771673
Schlagwörter	Science Instruction; Drama; Middle School Students; Student Motivation; Self Determination; Biology; Comparative Analysis; Inquiry; Teaching Methods; Student Attitudes; Psychological Needs; Competence; Personal Autonomy; Learning Motivation; Units of Study; Science Achievement; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schauspiel; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulische Motivation; Selbstbestimmung; Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Kompetenz; Individuelle Autonomie; Motivation for studies; Lernmotivation; Lerneinheit; Ausland; Griechenland
Abstract	This paper introduces 'Integrative Drama-Inquiry Learning' (IDI), merging drama-based learning with inquiry-based learning in order to exemplify teaching science through drama. The study also reports on the findings of a sequential mixed-methods procedure embedded in a quasi-experimental research design aimed to understand the effects of IDI on middle school students' achievement in a biological unit. The initial quantitative phase revealed that IDI instruction had a significant effect on the experimental group's achievement compared with traditional teaching. A follow-up qualitative phase showed that their achievement was affected by the enhancement of intrinsic motivation through IDI. Analysis suggested that students' satisfaction of psychological needs of competency, relatedness, and autonomy positively affected learners' motivation, as advocated by the self-determination theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01