Is memorization the name of the game? Undergraduates’ perceptions of the usefulness of physiology songs

Abstract

Crowther GJ, Wessels J, Lesser LM, Breckler JL. Is memorization the name of the game? Undergraduates' perceptions of the usefulness of physiology songs. The possible benefits of using music to enhance learning of STEM content are numerous, diverse, and largely unproven. We sought to determine which (if any) of these possible benefits are commonly experienced by undergraduate students and are thus especially worthy of further investigation. Four hundred ninety-three students in nine physiology courses at two midsized American universities rated the usefulness of short instructor-penned mathematical physiology songs and explained in their own words why each song would or would not be a useful study aid. The students collectively perceived the usefulness of each song to depend on both academic factors (e.g., the lyrics' clarity or relevance to the course) and aesthetic values (e.g., the appeal of the rhythm or the quality of the singing). Most strikingly, although students' free responses were brief (median length: 18 words in study phase 1, 16 words in study phase 2), nearly one-half of them (1,039 of 2,191) concerned memory, suggesting that many students see educational songs primarily as mnemonic devices. A second major theme of students' comments concerned the conciseness and information density of the songs. Though all 10 songs were brief, lasting 17-54 s, students seemed to prefer shorter songs (perhaps better called "jingles"). This first-of-its-kind data set on student perceptions of educational songs should inform the creation and usage of such songs, as well as further research on their possible value.

Tunes in the Zoom Room: Remote Learning via Videoconference Discussions of Physiology Songs †

“…Despite these caveats, we were pleased that our intervention went smoothly and led to positive student responses. Based on that and other relevant experience (12,21,22), we can offer practical encouragement to other instructors who may be tempted to try something similar. The following vignettes illustrate additional ways to incorporate music into a biology course with the aid of a remote guest speaker.…”

“…This movement has been especially prominent in urban middle school and high school classrooms but has also spread to the college level (10). Furthermore, there are now numerous precedents for using content-rich music to teach biology and other STEM subjects (11)(12)(13)(14)(15)(16)(17)(18).…”

Education in a time of COVID: Adapting to the new normal

“…I have, for more years than I have been a physiologist, experimented in music composition and have produced music primarily for my own entertainment although it has at times entered my work life (see www.youtube.com/watch?v=Q1YIYx8VBkI). Did you know that songs about physiology can play a role in enhancing learning in science education (Crowther et al, 2020)? In his 2020 publication, Gregory Crowther from Everett Community College, Washington elegantly demonstrated that musical "jingles" that describe simple physiological principles and mechanisms can be used as a useful study aid (Crowther et al, 2020).…”

“…Did you know that songs about physiology can play a role in enhancing learning in science education (Crowther et al, 2020)? In his 2020 publication, Gregory Crowther from Everett Community College, Washington elegantly demonstrated that musical "jingles" that describe simple physiological principles and mechanisms can be used as a useful study aid (Crowther et al, 2020). We all ask students to write descriptive prose, but have you thought about asking them to write a song lyric.…”