Zebras and Jaguars, Oh My! Integrating Science and Engineering Standards with Art during Prekindergarten Block Time

Autor/inn/en	Smith, Brandy A.; Cline, Jane E.
Titel	Zebras and Jaguars, Oh My! Integrating Science and Engineering Standards with Art during Prekindergarten Block Time
Quelle	In: Journal of STEM Arts, Crafts, and Constructions, 1 (2016) 1, S.62-74 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2475-966X
Schlagwörter	Interdisciplinary Approach; Animals; Wildlife; Art Activities; Creativity; Early Childhood Education; Ecology; Science Instruction; Pretests Posttests; Experimental Groups; Control Groups; Effect Size; Teaching Methods; Knowledge Level; Student Motivation; National Standards; Observation; Preschool Children; Manipulative Materials + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Animal; Tier; Tiere; Künstlerische Tätigkeit; Kreativität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ökologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Schulische Motivation; Beobachtung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hilfsmittel
Abstract	This study considered how arts integration impacted preschoolers concerning the students' acquisition, understanding, and retention of information about animal habitats. This current investigation used control and experimental conditions to determine the effects of art integration during students' block building of animal habitats and their subsequent recollections of their work; this activity also incorporated the Next Generation Science Standards (NGSS) and National Core Art Standards. The two NGSS standards utilized in the study are K-2-ETSI-1 and K-2-ETST-2. Overall, combined child-reported correct animal and habitat characteristics gain scores on the posttest and distal posttest showed significant differences between the two conditions, favoring the experimental arts-integrated condition with a medium effect size in both cases. These promising results from this study showed the increase not only in knowledge about animals and their habitats, but in creativity as the students integrated art materials into a traditional block center to create their animal habitats. (As Provided).
Anmerkungen	Journal of STEM Arts, Crafts, and Constructions. Library, University of Northern Iowa, 1227 West 27th Street, Cedar Falls, IA 50613. Tel: 319-273-2965; Fax: 319-273-2913; e-mail: scholarworks@umi.edu; Web site: http://scholarworks.uni.edu/journal-stem-art
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01