Arts Integration into Elementary Science: Force and Motion and Natural Disasters

Autor/inn/en	Ooms, Eric C.; Wu, Tabitha M.; Kokemuller, Ashley R.; Montgomery, Sarah E.; Rule, Audrey C.
Titel	Arts Integration into Elementary Science: Force and Motion and Natural Disasters
Quelle	In: Journal of STEM Arts, Crafts, and Constructions, 3 (2018) 2, S.77-100 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2475-966X
Schlagwörter	Elementary School Students; Grade 3; Grade 4; Grade 5; Science Instruction; Motion; Physics; Scientific Concepts; Natural Disasters; Weather; Student Projects; Student Attitudes; Art Activities; Interdisciplinary Approach; Teaching Methods; Iowa + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bewegungsablauf; Physik; Natural disaster; Naturkatastrophe; Wetter; Schulprojekt; Schülerverhalten; Künstlerische Tätigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study explored the effect of arts integration into science during an instructional unit on force and motion and one addressing natural weather disasters. Seventy-eight elementary students in four classrooms (grade 5, grade 4, and two at grade 3) participated in the study. This study assessed content retention, student-made products (rollercoasters and hurricane shelters), and student attitudes. All students in each classroom experienced the two units of instruction, one unit in the experimental condition of arts integration and one unit in the control condition without arts integration. Both conditions involved students in constructing models of given materials. Each unit consisted of three weeks of instruction with the last week being a final project scored for science content and creativity. This final rollercoaster model or hurricane shelter model supported engineering standard 3-5-ETS1-2. Grade 4 and grade 5 classes showed significant posttest gains and distal posttest gains regarding content scores in favor of the experimental condition with a large effect size. The mean overall product scores favored the experimental condition with a very large effect size. The results indicated that arts integration produced greater creativity, collaboration, and more positive overall perceptions of learning. (As Provided).
Anmerkungen	Journal of STEM Arts, Crafts, and Constructions. Library, University of Northern Iowa, 1227 West 27th Street, Cedar Falls, IA 50613. Tel: 319-273-2965; Fax: 319-273-2913; e-mail: scholarworks@umi.edu; Web site: http://scholarworks.uni.edu/journal-stem-arts/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01