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ERIC Number: EJ1224663
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1464-7893
Five Years of Integrating Science and Dance: A Qualitative Inquiry of Constructivist Elementary School Teachers
Valls, Rebecca; Black, Carolyn; Lee, Mimi Miyoung
Research in Dance Education, v20 n2 p113-129 2019
What can we learn from K-5 science teachers who have integrated science and creative dance for a five-year period? In this paper, the preliminary findings of the qualitative research conducted by a constructivist elementary charter school principal, a university dance professor, and an educational researcher is presented.This research highlights the experiences of science teachers who were given professional development in science/creative dance integration each semester and implemented arts integration strategies in the science classroom. To conclude the five-year period, the six teachers completed a questionnaire and participated in a videotaped interview to document their reflections on the project, Dance of Science Project (DoS), which serves as the primary data source for this paper. An interpretive methodology is used as a framework for interpreting the interviews of the teachers. Of interest is how teachers developed arts integration practices on their own in the classroom without being in partnership with a dance educator, and how arts integration in the science class supported their constructivist teaching practices which include elements of co-operation, autonomy, experimentation, play, and interest. In addition, the article discusses how creative dance aligns with the elements of constructivism.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas (Houston)