The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning

Autor/inn/en	Hendrix, Rebecca; Eick, Charles; Shannon, David
Titel	The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning
Quelle	In: Journal of Science Teacher Education, 23 (2012) 7, S.823-846 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9292-1
Schlagwörter	Drama; Action Research; Student Attitudes; Enrichment Activities; Control Groups; Elementary School Science; Grade 4; Grade 5; Science Programs; Creative Activities; Inquiry; Scientific Concepts; Teacher Researchers; Statistical Analysis; Experimental Groups; Scientific Attitudes; Pretests Posttests; Student Surveys; Science Instruction; Instructional Effectiveness; Educational Strategies; Teaching Methods + Suchen Sie Ihr Suchwort? Schauspiel; Projektforschung; Schülerverhalten; Bereicherungsprogramm; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lehrerforschung; Statistische Analyse; Schülerbefragung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n = 38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System[TM] (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2 x 2 x (2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains (F = 160.2, p less than 0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes (F = 14.3, p less than 0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science (F = 7.5, p less than 0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10