In our master's thesis, we investigated the effects of teaching content about invertebrates using creative movement as a teaching approach. We chose to conduct this research because a review of conducted studies in our area showed that the use of creative movement as a teaching approach is not widely utilized in the teaching of natural sciences, and there has been no research conducted on teaching students about invertebrates using creative movement anywhere.
We conducted an empirical study using a causal-experimental method of pedagogical research. The study involved 48 fourth-grade students from a selected elementary school in the academic year 2022/23. In all three fourth-grade classes, we conducted a two-hour workshop where we taught students about invertebrates using creative movement. Through three knowledge assessments, we evaluated students' knowledge of invertebrates before the workshop (pre-test), immediately after the workshop (post-test), and three weeks after the workshop (delayed post-test). Immediately after the workshop, students also completed an evaluation scale to assess their interest in this method and their motivation during the workshop.
The aim of the empirical study was to examine students' knowledge before and after the workshop and to determine the sustainability of knowledge acquired during the workshop. We were also interested in whether the workshop was enjoyable for the participants. Additionally, we examined whether there were differences in knowledge progression and sustainability between genders and how students' knowledge varied based on their interest in the workshop.
Through the research, we found that students progressed in their knowledge of invertebrates through this teaching method. Regarding the sustainability of knowledge acquired during the workshop, we found that students had forgotten a certain percentage of the knowledge after three weeks, but the knowledge retained after three weeks was still significantly better than before teaching invertebrates through creative movement. We did not detect statistically significant differences in knowledge progression and sustainability between girls and boys. From the data obtained, we can summarize that most participants enjoyed this teaching method and would like to experience it again in the future. Before the workshop, students most frequently mentioned mollusks as additional information they knew about specific groups of invertebrates, along with information common to all invertebrates. They least frequently mentioned arthropods. After the workshop, on the knowledge assessment, students most frequently mentioned arthropods and mollusks as newly acquired information from the workshop. Additionally, we found that the expressed interest in the workshops did not affect students' knowledge.
The results support the incorporation of creative movement as a teaching approach in teaching about invertebrates.
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