Abstract

There is a knowledge gap in best practices for incorporating performance arts into science instructions. The study focused on the design and implementation of the Performance Arts Enhanced 3-Stage Instructional Model (PAEIM), which incorporated drama, dance and music. The PAEIM was implemented in mixed factorial quasi-experimental research during the learning of the ecology unit in the secondary school biology curriculum. Empirical findings from the study exemplified PAEIM as an effective instructional model that significantly enhanced the conceptual understanding of ecology and impacted students’ self-determination and intrinsic motivation. The reports of the findings also indicated that PAEIM enhanced the students’ learning outcomes regardless of their gender. The result from the multivariate analysis revealed a significant main effect of treatment on combined motivation and the conceptual understanding of ecology. The study thereafter provided recommendations for scalability in the implementation of PAEIM in future research.

摘要

将表演艺术融入科学教学的最佳实践存在知识差距。该研究侧重于表演艺术增强型三阶段教学模式 (PAEIM) 的设计和实施，该模式融合了戏剧、舞蹈和音乐。PAEIM是在中学生物课程生态单元学习期间的混合因子准实验研究中实施的。该研究的实证结果表明，PAEIM 是一种有效的教学模式，显着增强了对生态学的概念理解，并影响了学生的自决和内在动机。调查结果报告还表明，PAEIM 提高了学生的学习成果，无论其性别如何。多变量分析的结果揭示了治疗对联合动机和生态学概念理解的显着主效应。此后的研究为未来研究中实施 PAEIM 的可扩展性提供了建议。