Design and Implementation of the Performance Arts Enhanced Three-Stage Instructional Model

Autor/inn/en	Oladipo, Adenike Julianah; Akhigbe, Jeremiah Nosakhare
Titel	Design and Implementation of the Performance Arts Enhanced Three-Stage Instructional Model
Quelle	In: Journal of Educational Research, 115 (2022) 3, S.209-222 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oladipo, Adenike Julianah) ORCID (Akhigbe, Jeremiah Nosakhare)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2022.2096555
Schlagwörter	Best Practices; Models; Theater Arts; Drama; Dance Education; Music Education; Biology; Secondary School Curriculum; Science Instruction; Interdisciplinary Approach; Teaching Methods; Comparative Analysis; Self Determination; Student Motivation; Gender Differences; Outcomes of Education; Instructional Effectiveness; Ecology; Scientific Concepts; Concept Formation; Secondary School Students; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Analogiemodell; Theaterwissenschaft; Schauspiel; Dance; Education; Tanzerziehung; Musikerziehung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbestimmung; Schulische Motivation; Geschlechterkonflikt; Lernleistung; Schulerfolg; Unterrichtserfolg; Ökologie; Concept learning; Begriffsbildung; Sekundarschüler; Ausland
Abstract	There is a knowledge gap in best practices for incorporating performance arts into science instructions. The study focused on the design and implementation of the Performance Arts Enhanced 3-Stage Instructional Model (PAEIM), which incorporated drama, dance and music. The PAEIM was implemented in mixed factorial quasi-experimental research during the learning of the ecology unit in the secondary school biology curriculum. Empirical findings from the study exemplified PAEIM as an effective instructional model that significantly enhanced the conceptual understanding of ecology and impacted students' self-determination and intrinsic motivation. The reports of the findings also indicated that PAEIM enhanced the students' learning outcomes regardless of their gender. The result from the multivariate analysis revealed a significant main effect of treatment on combined motivation and the conceptual understanding of ecology. The study thereafter provided recommendations for scalability in the implementation of PAEIM in future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01