1887

Engaging College Students by Singing the Science

    Author: Richard H. Heineman1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Kutztown University, Kutztown, PA 19530
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1206
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • HTML
    21.80 Kb
  • PDF
    286.20 Kb
  • XML
    16.09 Kb

    Abstract:

    Setting scientific ideas to music can increase student engagement and help with memorization. However, some instructors may be intimidated by the thought of performing educational music for their STEM students, or concerned that it is frivolous. To address this issue, I spell out step by step protocols for either writing one’s own parody songs to teach specific concepts, or finding songs online (which can be used directly or modified). I also discuss presentation techniques that help students, such as showing lyrics and adding annotations that clarify or emphasize ideas. A survey suggests that this approach is appreciated and effective.

Key Concept Ranking

Spring
0.75
Stems
0.7324061
Viruses
0.59436095
0.75

References & Citations

1. Pelletier CL2004The effect of music on decreasing arousal due to stress: a meta-analysisJ Music Ther4119221410.1093/jmt/41.3.19215327345 http://dx.doi.org/10.1093/jmt/41.3.192
2. Crowther GJ, McFadden T, Fleming JS, Davis K2016Leveraging the power of music to improve science educationInt J Sci Educ38739510.1080/09500693.2015.1126001 http://dx.doi.org/10.1080/09500693.2015.1126001
3. Lesser LM2014Mathematical lyrics: noteworthy endeavours in educationJ Math Arts8465310.1080/17513472.2014.950833 http://dx.doi.org/10.1080/17513472.2014.950833
4. McLachlin DT2009Using content-specific lyrics to familiar tunes in a large lecture settingCollect Essays Learn Teach2939710.22329/celt.v2i0.3210 http://dx.doi.org/10.22329/celt.v2i0.3210
5. Ali SO, Peynircioglu ZF2006Songs and emotions: are lyrics and melodies equal partners?Psychol Music3451153410.1177/0305735606067168 http://dx.doi.org/10.1177/0305735606067168
6. Crowther GJ2012The SingAboutScience.org database: an educational resource for instructors and studentsBiochem Molec Biol Educ40192210.1002/bmb.20567 http://dx.doi.org/10.1002/bmb.20567
jmbe.v18i1.1206.citations
jmbe/18/1
content/journal/jmbe/10.1128/jmbe.v18i1.1206
Loading

Citations loading...

Supplemental Material

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v18i1.1206
2017-04-21
2017-07-21

Abstract:

Setting scientific ideas to music can increase student engagement and help with memorization. However, some instructors may be intimidated by the thought of performing educational music for their STEM students, or concerned that it is frivolous. To address this issue, I spell out step by step protocols for either writing one’s own parody songs to teach specific concepts, or finding songs online (which can be used directly or modified). I also discuss presentation techniques that help students, such as showing lyrics and adding annotations that clarify or emphasize ideas. A survey suggests that this approach is appreciated and effective.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/18/1/jmbe-18-17.html?itemId=/content/journal/jmbe/10.1128/jmbe.v18i1.1206&mimeType=html&fmt=ahah

Figures

Image of FIGURE 1

Click to view

FIGURE 1

Visual presentation for “Change Over Time,” a parody of Cyndi Lauper’s “Time After Time.” Red arrows are markers that remind the instructor to advance the animation and display annotations.

Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1206
Download as Powerpoint
Image of FIGURE 2

Click to view

FIGURE 2

Combined survey responses from both classes. The proportion of “Strongly agree” responses are in dark green, “Agree” in light green, “Neither agree nor disagree” in yellow, “Disagree” in orange, and “Strongly disagree” in red. The proportion strongly agreeing or agreeing is marked above each bar. =156–157.

Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1206
Download as Powerpoint

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error