Hardiman Mariale M, JohnBull Ranjini Mahinda, Carran Deborah T, Shelton Amy
School of Education, Johns Hopkins University, 6740 Alexander Bell Drive, Columbia, MD 21046, United States.
School of Education, Johns Hopkins University, 6740 Alexander Bell Drive, Columbia, MD 21046, United States.
Trends Neurosci Educ. 2019 Mar;14:25-32. doi: 10.1016/j.tine.2019.02.002. Epub 2019 Feb 7.
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.
有力的相关证据表明，参与艺术活动能提高学生的学业成绩以及对学习活动的记忆[1 - 3]。目前尚不清楚成绩的提高是由于对艺术的普遍接触、将艺术融入内容教学、使用有效的教学方法，还是这些因素的综合作用。此外，尽管越来越多的研究表明艺术整合教学法能促进学习，但很少有实证研究明确考察艺术整合课程对学习的直接影响，特别是对学生对非艺术学科内容的记忆的影响。因此，本研究旨在确定艺术整合课程对科学内容长期记忆的影响。我们假设将基于艺术的活动嵌入传统授课中会产生与传统教学一样好甚至更好的学习效果。本文描述了一项随机对照试验的结果，该试验使用艺术整合科学单元和采用传统科学教学的匹配单元来测量科学内容的记忆保持情况。该研究在大西洋中部城市学区的16个五年级教室中进行。
