Sports as a Creative Way to Teach Science

Jonan Donaldson, Penny L Hammrich

Abstract


This study investigates the development of scientific concepts by participants in a program which addresses the creative diversity inherent in learning by using sports as the context through which scientific principles can be explored. Through the vehicle of sports not only are students learning the underlying principles of science embedded in the mechanics of performing a sport, but they are also learning the scientific principles in an atmosphere that embraces the psycho-social-creative-emotional connection to learning.


Full Text:

PDF

References


Abrahamson, D., & Lindgren, R. (2014). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 358-376). New York, New York: Cambridge University Press.

American Association of University Women. (1998). Gender gaps: Where schools still fail our children. Washington, DC: Author.

Barlow, D. (1999). Strategies for school equity: Creating productive schools in a just society. The Education Digest. 64(7), 77.

Collard, P., & Looney, J. (2014). Nurturing creativity in education. European Journal of Education, 49(3), 348-364. doi:10.1111/ejed.12090

Córdova, F. A., (2016). Remarks by Dr. France A. Córdova, director, National Science Foundation, at the FY2017 NSF budged request roll-out. National Science Foundation. Retrieved April 3, 2016 from: http://nsf.gov/about/budget/fy2017/

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fourth Edition). Boston: Pearson.

Culotta, E. (1990). Can science education be saved? Science, 250 (49986). 1327-1330.

Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York: Teachers College Press.

Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, 80-91. doi:http://dx.doi.org/10.1016/j.tsc.2012.07.004

Donaldson, J. P. (2016). Alignment of Creativity Tools and Techniques with Theory and Research. In F. Reisman (Ed.), Creativity in arts, science and technology (pp. 260-279). London: KIE Conference Publications.

Foltz, L. G., Gannon, S., & Kirschmann, S. L. (2014). Factors that contribute to the persistence of minority students in STEM fields. Planning for Higher Education, 42(4), 46-58.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Gonzalez, H. B. and Kuenzi, J. J., (2012). Science, technology, engineering, and mathematics (STEM) education: A primer. Congressional Research Service.

Hammrich, P. (1997). Yes daughter you can: Empowering parents is the first step toward improving females’ achievement in science. Science and Children, 34(4), 21-24.

Hammrich, P.L. (1998). Sisters in science: An intergenerational science program for elementary school girls. The School to Community Journal. 8 (2). pp. 21-36.

Hammrich, P.L. (2002). Gender equity in science and mathematics education: Barriers of the mind. In Janice Koch & Beverly Irby eds., Defining and Redefining Gender Equity in Education. Information Age Publishing. Volume 1.

Hammrich, P.L. (2008). Impact on STEM education: An overview of Sisters in Science, LLC. 2008.

Hammrich, P.L., Richardson, G.M., & Livingston, B.D. (2000). Sisters in Science: Confronting girls attitudes and achievement in science and mathematics, Journal of Women and Girls in Science and Engineering. 6, 3. 207-220.

Hanson, S.L. (1996). Lost talent: Women in the sciences. Philadelphia, PA: Temple University Press.

Kozol, J. (2000). Still separate and unequal. U.S. Catholic. 65(10), 18-21.

Kraft, M. A., Papay, J. P., Johnson, S. M., Charner-Laird, M., Ng, M., & Reinhorn, S. (2015). Educating amid uncertainty: The organizational supports teachers need to serve students in high-poverty, urban schools. Educational Administration Quarterly, 51(5), 753-790. doi:10.1177/0013161x15607617

Meyer, P. (2011). The Middle School Mess. Education Next, 11(1), 40-47.

Nathan, M. J., & Sawyer., R. K. (2014). Foundations of the learning sciences. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 21-43). New York, New York: Cambridge University Press.

National Academies: Committee, O. U. G. A. T., Committee, O. S. E. A. P., & Policy, A. G. A. (2011). Expanding underrepresented minority participation: America's science and technology talent at the crossroads. National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. Washington, DC, USA: National Academies Press.

National Research Council: Committee on Highly Successful Schools or Programs for K-12 STEM Education & Board on Science Education and Board on Testing and Assessment. (2011). Successful K-12 STEM education. Washington D.C.: National Academies Press.

National Science Foundation (NSF). (2014). Strategic plan for 2014-2018. National Science Foundation. Retrieved April 3, 2016 from: http://www.nsf.gov/pubs/2014/nsf14043/nsf14043.pdf

Oakes, J. (1990). Lost talent: The underparticipation of women, minorities, and disabled persons in science. Santa Monica: Rand.

Penuel, W. R., Harris, C. J., & DeBarger, A. H. (2015). Implementing the next generation science standards. Phi Delta Kappan, 96(6), 45-49. doi:10.1177/0031721715575299

Rathunde, K., & Csikszentmihalyi, M. (2005). Middle school students’ motivation and quality of experience: A comparison of Montessori and traditional school environments. American Journal of Education, 111(3), 341-371. doi:10.1086/428885

Rich, A. (2011). Invisibility in academe. In Tammy Roberts, Mical Moser, Don LePan, Julia Gaunce, Laura Buzzard (Eds.), The Broadview Anthology of Expository Prose: Second Edition (pp. 217-220). Ontario, Canada: Broadview Press.

Schaillée, H., Theeboom, M., & Cauwenberg, J. V. (2015). What makes a difference for disadvantaged girls? Investigating the interplay between group composition and positive youth development in sport. Social Inclusion, 3(3), 51-66. doi:10.17645/si.v3i3.285

Scheurich, et.al. (2010). The most important research on urban school reform in the past decade? Educational Researcher, 39(9), 665-667.

Srikanth, S., Petrie, T. A., Greenleaf, C., & Martin, S. B. (2015). The relationship of physical fitness, self-beliefs, and social support to the academic performance of middle school boys and girls. The Journal of Early Adolescence, 35(3), 353-377. doi:10.1177/0272431614530807

Tate, W.F. (1994). Race, retrenchment, and reform of school mathematics. Phi Delta Kappan, 75(6), 477-484.

Vinovski, M.A. (1996). An analysis of the concept and uses of systemic educational reform. American Educational Research Journal, 33 (1), 53-85.

Wyse, D., & Ferrari, A. (2015). Creativity and education: Comparing the national curricula of the states of the European Union and the United Kingdom. British Educational Research Journal, 41(1), 30-47. doi:10.1002/berj.3135


Refbacks

  • There are currently no refbacks.


  Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

 

Copyright © 1986 - 2017 by World Council for Curriculum and Instruction (WCCI)
ISSN 1562-0506