Arts Before Inquiry Leads to Higher Learning Gains in Arts-Integrated Elementary Science Curriculum

• In Event: 34.063 - Art Education: Policies, Impacts, and Developments

Abstract

Previous research shows that arts-integrated science curriculum may to lead to significant gains in student learning, however further research is needed to better understand how best to integrate arts and inquiry methods to maximize learning. This study seeks to answer 1) whether leading with visual and performing arts (VAPA) lessons before inquiry lessons increase student knowledge gains in Life and Physical Science for English Learners and 2) to what extent the fidelity of curriculum implementation contributes to the impacts of ordering effects. Results suggest leading with VAPA before Inquiry methods at both higher and lower levels of implementation hold promise for greater gains in life and physical science knowledge for both fluent English speaking students and English Learners.

Authors

• Sage Brianna O'Toole Andersen, University of California - Irvine

• Joseph Wong, University of California - Irvine

• Michael Corrigan, University of California - Irvine

• Brad Hughes, University of California - Irvine