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ERIC Number: EJ1210955
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0263-5143
Exploring the Music: A Teaching-Learning Sequence about Sound in Authentic Settings
Iliaki, Georgia; Velentzas, Athanasios; Michailidi, Emily; Stavrou, Dimitris
Research in Science & Technological Education, v37 n2 p218-238 2019
Background: Research regarding students' ideas about the nature of sound reveals a variety of conceptions about sound. In order to reconstruct these ideas and explain sound phenomena, researchers' teaching interventions often make use of everyday-life contexts. However existing research on sound only partially addresses the correlation between the properties of sound and its perceptive characteristics. Purpose: To identify the evolution of students' conceptions regarding the nature of sound and its properties (frequency, intensity and frequency spectrum) through a teaching-learning sequence (TLS) about sound phenomena in an authentic musical context. The described TLS consists of three activities aiming students to correlate the properties of sound waves (frequency, intensity and frequency spectrum) with its perceptive characteristics (pitch, loudness and timbre) via the use of smartphone applications. Sample: Eight students, in the second year of their studies in the Department of Primary Education of the XXX University. Design and methods: Students' perspectives on sound and their progression are investigated through a teaching experiment design. Data are collected by recording students' interviews. Due to the explorative nature of the research qualitative methods of content analysis are used. Results: The results show that the students' perspectives on sound evolved, as students managed to consolidate links between their everyday experience of sounds and the underlying science concepts as frequency, intensity and frequency spectrum. The authentic environment and the use of the smartphone's applications were key factors for the success of the teaching experiment. The interaction with the activities shifted student's conceptualizations closer to the scientific ones, by communicating every day sound experiences with their scientific interpretation.
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: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A