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The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning

2012; Taylor & Francis; Volume: 23; Issue: 7 Linguagem: Inglês

10.1007/s10972-012-9292-1

1573-1847

Rebecca Hendrix, Charles J. Eick, David Shannon,

Education and Critical Thinking Development

Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n = 38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System™ (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2 × 2 × (2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains (F = 160.2, p < 0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes (F = 14.3, p < 0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science (F = 7.5, p < 0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum.