The effects of arts-integrated instruction on memory for science content.
Trends in Neuroscience and Education(2019)
Abstract
Strong correlational evidence suggests that involvement in the arts improves students’ academic outcomes and memory of learning events [1–3]. It is unclear whether the improved outcomes are the result of general exposure to the arts, the integration of arts into content instruction, the use of effective instructional practices, or a combination of these factors. Moreover, as a growing number of studies suggest that arts-integrated pedagogy enhances learning, few empirical studies have explicitly examined the direct effect of an arts-integrated curriculum on learning and specifically on students’ memory for non-arts academic content. Thus, this study sought to determine the effects of arts-integrated lessons on long-term memory for science content. We hypothesized that embedding arts-based activities into conventionally taught lessons would produce learning outcomes as good as or better than traditional instruction. This paper describes the results of a randomized control trial that measured retention of science content using arts-integrated science units and matched units employing convention science instruction. The study was conducted in 16 fifth-grade classrooms in an urban mid-Atlantic school district.
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Key words
Arts integration,STEAM,Memory of content,Arts-based pedagogy,Memory and learning,Teaching through arts
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