Bridging Music and Chemistry: A Marching Band Analogy to Teach Kinetic-Molecular Theory

Autor/inn/en	Vieira, Hugo; Morais, Carla
Titel	Bridging Music and Chemistry: A Marching Band Analogy to Teach Kinetic-Molecular Theory
Quelle	In: Journal of Chemical Education, 99 (2022) 2, S.729-735 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vieira, Hugo) ORCID (Morais, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00864
Schlagwörter	Science Instruction; Musical Instruments; Music Activities; Kinetics; Molecular Structure; Grade 7; Middle School Students; Music Education; Logical Thinking; Foreign Countries; Student Interests; Secondary School Science; Interdisciplinary Approach; Portugal + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Musikinstrument; Musikalische Aktion; Kinetik; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Musikerziehung; Ausland; Studieninteresse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Scientific literacy is an important skill for students' success, given the characteristics of today's society. However, not all students have a natural predisposition toward science, chemistry in particular. Considering the relevance of transdisciplinary learning, schools should foster the scientific abilities for which students may have less aptitude or interest by taking advantage of areas and subjects that they have more inclination and knowledge. The use of analogies through comparisons between familiar and unfamiliar domains can potentiate the learning of abstract, unknown, or complex chemistry concepts. This article describes a case study regarding the use of a marching band analogy that was developed to teach kinetic-molecular theory. The study involved a convenience sample of 50 Portuguese seventh grade students attending a middle school music course, from four specialized music education schools. Data was collected through a questionnaire and an interview. Results reveal that the marching band analogy for kinetic-molecular theory, considering the students' profile, is didactic and suitable, enhances their attention and interest, and promotes their chemistry learning. In order to benefit chemistry education, we recommend the development and use of analogies between chemistry and music with students of similar profiles or the use of different areas and subjects for other student profiles. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01