Using science songs to enhance learning: an interdisciplinary approach.
Identifieur interne : 001257 ( Main/Exploration ); précédent : 001256; suivant : 001258Using science songs to enhance learning: an interdisciplinary approach.
Auteurs : Gregory Crowther [États-Unis]Source :
- CBE life sciences education [ 1931-7913 ] ; 2012.
Descripteurs français
- KwdFr :
- MESH :
- enseignement et éducation : Musicothérapie.
- Humains, Musique, Perception auditive, Études interdisciplinaires, Étudiants.
English descriptors
- KwdEn :
- MESH :
- education : Music Therapy.
- Auditory Perception, Humans, Interdisciplinary Studies, Music, Students.
Abstract
Music is recognized as an effective mode of teaching young children but is rarely used in university-level science courses. This article reviews the somewhat limited evidence on whether and how content-rich music might affect college students' understanding of science and offers practical suggestions for incorporating music into courses. Aside from aiding memorization, songs may potentially improve learning by helping students feel relaxed and welcome in stressful settings, engaging students through multiple modes (verbal vs. nonverbal) and modalities (auditory vs. visual vs. kinesthetic) simultaneously, challenging students to integrate and "own" the material through the medium of song lyrics, and increasing students' time on task outside of class through enjoyable listening or songwriting assignments. Students may produce content-rich songs of good quality if given sufficient assistance and encouragement by instructors and peers. The challenges ahead include 1) defining the circumstances in which music is most likely to promote learning and 2) developing rubrics for evaluating the quality of songs.
DOI: 10.1187/cbe.11-08-0068
PubMed: 22383614
PubMed Central: PMC3292070
Affiliations:
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Le document en format XML
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This article reviews the somewhat limited evidence on whether and how content-rich music might affect college students' understanding of science and offers practical suggestions for incorporating music into courses. Aside from aiding memorization, songs may potentially improve learning by helping students feel relaxed and welcome in stressful settings, engaging students through multiple modes (verbal vs. nonverbal) and modalities (auditory vs. visual vs. kinesthetic) simultaneously, challenging students to integrate and "own" the material through the medium of song lyrics, and increasing students' time on task outside of class through enjoyable listening or songwriting assignments. Students may produce content-rich songs of good quality if given sufficient assistance and encouragement by instructors and peers. The challenges ahead include 1) defining the circumstances in which music is most likely to promote learning and 2) developing rubrics for evaluating the quality of songs.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">22383614</PMID><DateCompleted><Year>2012</Year><Month>06</Month><Day>22</Day></DateCompleted><DateRevised><Year>2018</Year><Month>11</Month><Day>13</Day></DateRevised><Article PubModel="Print"><Journal><ISSN IssnType="Electronic">1931-7913</ISSN><JournalIssue CitedMedium="Internet"><Volume>11</Volume><Issue>1</Issue><PubDate><Year>2012</Year><Season>Spring</Season></PubDate></JournalIssue><Title>CBE life sciences education</Title><ISOAbbreviation>CBE Life Sci Educ</ISOAbbreviation></Journal><ArticleTitle>Using science songs to enhance learning: an interdisciplinary approach.</ArticleTitle><Pagination><MedlinePgn>26-30</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1187/cbe.11-08-0068</ELocationID><Abstract><AbstractText>Music is recognized as an effective mode of teaching young children but is rarely used in university-level science courses. 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