Abstract

This paper introduces ‘Integrative Drama-Inquiry Learning’ (IDI), merging drama-based learning with inquiry-based learning in order to exemplify teaching science through drama. The study also reports on the findings of a sequential mixed-methods procedure embedded in a quasi-experimental research design aimed to understand the effects of IDI on middle school students’ achievement in a biological unit. The initial quantitative phase revealed that IDI instruction had a significant effect on the experimental group’s achievement compared with traditional teaching. A follow-up qualitative phase showed that their achievement was affected by the enhancement of intrinsic motivation through IDI. Analysis suggested that students’ satisfaction of psychological needs of competency, relatedness, and autonomy positively affected learners’ motivation, as advocated by the self-determination theory.

摘要

本文介绍了“戏剧综合研究”（IDI），将基于戏剧的学习与基于询问的学习相结合，以通过戏剧来举例说明教学科学。该研究还报告了嵌入准实验研究设计中的顺序混合方法程序的发现，该程序旨在了解IDI对生物单位中学生成就的影响。最初的量化阶段表明，与传统教学相比，IDI教学对实验组的学习成绩有显着影响。后续的定性阶段表明，他们的成就受到IDI内在动机增强的影响。分析表明，学生对能力，亲和力和自主性的心理需求的满足对学习者的动机产生积极影响，