Teaching and Learning Science Through Song: Exploring The
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TEACHING AND LEARNING SCIENCE THROUGH SONG: EXPLORING THE EXPERIENCES OF STUDENTS AND TEACHERS by DONNA GOVERNOR (Under the Direction of David Jackson) ABSTRACT This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle-school classroom science instruction. Six teachers who volunteered to participate in this study and their students, from three suburban middle schools in Georgia, were included in the study. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each case. The data from each unit of analysis were examined independently then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. These students overwhelmingly found that their teachers’ use of science-content songs engaged them by providing both situational and personal interest, and as a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. Of interest is the difference in how teachers and students saw the purposes for learning in science, based on how songs were used for teaching and learning science in this study. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom. INDEX WORDS: Science education, Instructional strategies, science songs, sense- making activities TEACHING AND LEARNING SCIENCE THROUGH SONG: EXPLORING THE EXPERIENCES OF STUDENTS AND TEACHERS by DONNA GOVERNOR B.A., University of West Florida, 1982 M.A., University of West Florida, 1988 Ed.S., University of West Florida, 1999 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2011 © 2011 Donna Governor All Rights Reserved TEACHING AND LEARNING SCIENCE THROUGH SONG: EXPLORING THE EXPERIENCES OF STUDENTS AND TEACHERS by DONNA LEE GOVERNOR Major Professor: David Jackson Committee: Norman Thomson Tom Koballa Jori Hall Shawn Glynn Electronic Version Approved: Dr. Maureen Grasso Dean of the Graduate School The University of Georgia May, 2011 DEDICATION This work is dedicated to all the young people, whom I have had the opportunity to teach over the years, that have inspired me to become a better teacher. iv ACKNOWLEDGEMENTS There are a great many people who I owe a great deal and without whose help I could not have finished this research study or degree. First I’d like to thank my administrators and my peers in the Forsyth County School System who supported me through this process, especially those teachers who volunteered to participate in my study. Second, I would like to acknowledge the support and guidance given by the professors who served on my committee, especially Dr. David Jackson, who saw potential in my research from the beginning, for his direction and Dr. Jori Hall for her guidance in methodology. I also must acknowledge the support and guidance given by Dr. Norm Thomson, who has mentored me in many ways, and both Dr. Tom Koballa and Dr. Shawn Glynn who also served on my committee. Next, I need to acknowledge Dr. Tim Slater who has been my mentor and provided opportunities over the past twelve years that have given me the confidence to undertake this challenge. I would like to recognize my family and closest friends who have provided unlimited support and encouragement. The patience and understanding from my parents, children, family and friends while pursuing this degree has been more helpful than they know. Finally, and most of all, I must acknowledge my husband, who in more ways than I can count, has been “the wind beneath my wings.” v TABLE OF CONTENTS ACKNOWLEDGEMENTS ................................................................................................ v CHAPTER 1: INTRODUCTION ....................................................................................... 1 Defining Science-content Music ................................................................................... 3 Rationale ...................................................................................................................... 4 Pilot Study .................................................................................................................... 6 Purpose Of The Study .................................................................................................. 9 Research Questions ..................................................................................................... 9 CHAPTER 2: REVIEW OF THE LITERATURE ............................................................ 10 History of Music in the Curriculum .............................................................................. 11 Music and the Brain .................................................................................................... 14 Musical Imagery Repetition ........................................................................................ 18 Music and Mnemonics ................................................................................................ 19 Multiple Intelligences .................................................................................................. 21 Nature of Learning ...................................................................................................... 22 Songs and Science Instruction ................................................................................... 24 CHAPTER 3: METHODOLOGY .................................................................................... 28 Theoretical Framework ............................................................................................... 28 Multiple Case Study Analysis ..................................................................................... 29 Site Selection .............................................................................................................. 31 Demographics & Educational Setting of the Research Sites ...................................... 32 vi Participants ................................................................................................................. 34 Data Collection ........................................................................................................... 37 Data Analysis .............................................................................................................. 44 Subjectivity & Bias ...................................................................................................... 50 CHAPTER 4: DATA ANALYSIS .................................................................................... 51 Overview ..................................................................................................................... 51 Case 1: Derek Martin’s Classroom ............................................................................ 52 Case 2: Sandy Kingston’s Classroom ....................................................................... 67 Case 3: Martha Russell’s Classroom ........................................................................ 82 Case 4: Betty Taylor’s Classroom ............................................................................. 99 Case 5: Anna Darcy’s Classroom ............................................................................ 116 Case 6: Max Cantor’s Classroom ............................................................................ 134 CHAPTER 5: CROSS-CASE ANALYSIS .................................................................... 149 Cases in Context ...................................................................................................... 149 Synthesis of Case Findings ...................................................................................... 155 Divergence Across Cases ........................................................................................ 173 Summary .................................................................................................................. 178 CHAPTER 6: DISCUSSION, IMPLICATIONS & CONCLUSION ................................ 180 Summary of the Study .............................................................................................. 180 Discussion of Assertions and Related Research ...................................................... 181 Recommendations and Implications ......................................................................... 196 Conclusions .............................................................................................................