1887

Engaging College Students by Singing the Science

    Author: Richard H. Heineman1
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    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
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    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 CL 2004 The effect of music on decreasing arousal due to stress: a meta-analysis J Music Ther 41 192 214 10.1093/jmt/41.3.192 15327345 http://dx.doi.org/10.1093/jmt/41.3.192
2. Crowther GJ, McFadden T, Fleming JS, Davis K 2016 Leveraging the power of music to improve science education Int J Sci Educ 38 73 95 10.1080/09500693.2015.1126001 http://dx.doi.org/10.1080/09500693.2015.1126001
3. Lesser LM 2014 Mathematical lyrics: noteworthy endeavours in education J Math Arts 8 46 53 10.1080/17513472.2014.950833 http://dx.doi.org/10.1080/17513472.2014.950833
4. McLachlin DT 2009 Using content-specific lyrics to familiar tunes in a large lecture setting Collect Essays Learn Teach 2 93 97 10.22329/celt.v2i0.3210 http://dx.doi.org/10.22329/celt.v2i0.3210
5. Ali SO, Peynircioglu ZF 2006 Songs and emotions: are lyrics and melodies equal partners? Psychol Music 34 511 534 10.1177/0305735606067168 http://dx.doi.org/10.1177/0305735606067168
6. Crowther GJ 2012 The SingAboutScience.org database: an educational resource for instructors and students Biochem Molec Biol Educ 40 19 22 10.1002/bmb.20567 http://dx.doi.org/10.1002/bmb.20567

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2017-04-21
2019-05-26

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.

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Figures

Image of FIGURE 1

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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
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Image of FIGURE 2

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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

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