DANCING SCIENCE - CD-ROM - IMPACT SECTION

IMPACT OF DANCING SCIENCE ON LEARNING

Following the initial pilot project it was important to assess the effectiveness of a movement based approach to teaching science. A mixed group of Year 5/6 children were monitored as they worked through one of the units.

All of the children completed the following:

- Learning styles questionnaires (using Gardner’s model of seven   multiple intelligences: linguistic, logistic, musical, visual, kinaesthetic,   intrapersonal and interpersonal)

- Pre and post project science quizzes based on the topic

- Weekly journals documenting their experience of Dancing Science

Due to the presence of a high proportion of ‘musical’ learners, rhymes were introduced to particularly target this group. This complemented the planned targeting of kinaesthetic learners.

Each class participated in five 35 minute Dancing Science sessions and the project had a positive impact on many of the children. The graph below demonstrates the increase in test marks that each group achieved.

Comments from the children included:

“I’ve never been good at science before, but I am now”

“I think that science and dance should be done more because it is great and fun. I liked learning about circuits and water cycle it was really fun”

“This year science and dance has really helped me. It helped me during my SATs because I remembered all the rhymes and dances…. I got a level five in everything”

DANCING SCIENCE INFORMATION

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