東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Original science-based music and stu...

Smolinski, Keith.

Linked to FindBook

Google Book

Amazon

博客來

Original science-based music and student learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Original science-based music and student learning./
Author:	Smolinski, Keith.
Description:	234 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1595.
Contained By:	Dissertation Abstracts International71-05A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398870
ISBN:	9781109731101

Original science-based music and student learning.
Smolinski, Keith.

Original science-based music and student learning. - 234 p.

Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1595.

Thesis (Ed.D.)--Walden University, 2010.

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

ISBN: 9781109731101Subjects--Topical Terms:

1017808
Education, Music.

Original science-based music and student learning.
LDR:02822nam 2200289 4500 001 1403789
005 20111114142531.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781109731101
035 $a (UMI)AAI3398870
035 $a AAI3398870
040 $a UMI $c UMI
100 1 $a Smolinski, Keith. $3 1683066
245 1 0 $a Original science-based music and student learning.
300 $a 234 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1595.
500 $a Adviser: Steve Wells.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.
590 $a School code: 0543.
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Sciences. $3 1017897
690 $a 0522
690 $a 0714
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 71-05A.
790 1 0 $a Wells, Steve, $e advisor
790 1 0 $a Johnson, Pamela $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398870