Using Arts Integration to Make Science Learning Memorable in the Upper Elementary Grades: A Quasi-Experimental Study

Graham, Nicholas; Brouillette, Liane

doi:10.21977/d912133442

Cited by 23 publications

(21 citation statements)

References 7 publications

(9 reference statements)

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“…The most rigorous research available includes a number of quasi-experimental studies that have explored the effects of arts integration and the potential mechanisms. Graham and Brouillette (2016) compared students who received arts-based physical science lessons that incorporated visual and performing arts in Grades 3 to 5 in a sample of schools in San Diego and found that it led to higher science achievement as measured by standardized tests. In another study examining science outcomes, Hardiman et al (2014) found that an arts integration program focused on science learning for fifth graders led to higher knowledge retention for students at lower levels of baseline reading achievement.…”

Section: Background and Previous Literaturementioning

confidence: 99%

Teaching History Through Theater: The Effects of Arts Integration on Students’ Knowledge and Attitudes

Kisida

Goodwin²,

Bowen

2020

AERA Open

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Faced with accountability pressures and limited resources, education policymakers make difficult choices regarding school curricula. In recent years, studies have documented a decreased emphasis in arts and humanities instruction. One potential way for schools to fill this gap includes partnering with arts and cultural organizations to provide arts learning opportunities through arts integration, yet there is limited evidence on the effectiveness of such programs. We examine one such partnership by evaluating the efficacy of a program that infuses history content with theater. By randomly assigning school groups to participate in this program, we are able to draw causal conclusions about its effects. We find that students demonstrate increases in historical content knowledge, enthusiasm for learning about history, historical empathy, and interest in the performing arts as a result of this program. These findings suggest that there are valuable educational benefits from arts-integrated learning opportunities provided through school partnerships with arts organizations.

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Section: Background and Previous Literaturementioning

confidence: 99%

Teaching History Through Theater: The Effects of Arts Integration on Students’ Knowledge and Attitudes

Kisida

Goodwin²,

Bowen

2020

AERA Open

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“…STEAM's learning seeks to leverage the artistic talents of students to generate creative thinking (Cox, 2016).STEAM lessons were designed to correct student misconceptions and clarify concepts students had struggled with. Physical science was targeted first because this was the discipline in which students had experienced the greatest trouble envisioning phenomena explored in their science kits (Graham, 2016). Numerous projects and curriculum initiatives have launched in recent years toward the end of expanding the role of the arts in STEM education.…”

Section: Steam (Science Technology Engineering Art and Mathematicsmentioning

confidence: 99%

STEAM Education Based On Local Wisdom Of Coffee Plantation In Jember To Improve The Competitiveness at 21st Century

Bahri

Kusumawati

Nuraini³

2017

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In the 21st century, the educational institution needs to consider coverage graduates that success is not confined to academic ability, but more to the abilities and skills that will help graduates to compete in a global and digital world today. An important skill to have in the digital age, such as critical thinking skills, problemsolving, creativity, ability to communicate and collaborate as well as having the ability in information technology.This study conducted to describe the learning outcome and response of students with the use of science teaching material that integrated STEAM education and based on Jember's local wisdom. The design of development by using a model of ADDIE (Analysis, Design, Develop, Implement and Evaluate). This research has done in MTs. Bustanul Ulum, Jember in class VII A with 25 sample. The results of the validation average of 4.31 by experts 1, and 4.09 by experts 2. The results of students' cognitive and psychomotor are 73.84 and 91.8. The average score of student's response is 0.91. It means the teaching materials that developed is very valid, the value of the cognitive is good enough, the psychomotor is very high and the given of response is very positive, so the teaching materials are feasible to implement and this teaching materials can improved performance and student's motivation to learn.

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“…Students also showed increased academic self-efficacy through their improved learning attitudes toward academic tasks. Graham and Brouillette (2016) found that students in Grades 3 through 5 increased their knowledge of physical science content through visual- and dramatic-arts-integration techniques. Kisida and colleagues (2020) also found that dramatic-arts integration was effective for teaching history content to students in Grades 3 through 5, showing that students increased their academic content knowledge and enthusiasm for history, perspective taking, and interest in the arts.…”

Section: Teaching Academic Skills Through Arts Integrationmentioning

confidence: 99%

Supporting Academic Vocabulary and Social-Emotional Skills of Students With Learning Disabilities Through an Arts-Integrated Social Studies Approach

Anderson

Valero

2020

TEACHING Exceptional Children

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Using Arts Integration to Make Science Learning Memorable in the Upper Elementary Grades: A Quasi-Experimental Study

Cited by 23 publications

References 7 publications

Teaching History Through Theater: The Effects of Arts Integration on Students’ Knowledge and Attitudes

Teaching History Through Theater: The Effects of Arts Integration on Students’ Knowledge and Attitudes

STEAM Education Based On Local Wisdom Of Coffee Plantation In Jember To Improve The Competitiveness at 21st Century

Supporting Academic Vocabulary and Social-Emotional Skills of Students With Learning Disabilities Through an Arts-Integrated Social Studies Approach

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