ABSTRACT In this exploratory study, we looked at the effect adding a choreographed song to camp had on middle-school aged campers’ retention of two concepts: order of the planets with increasing distance from the Sun, and phases of the Moon listed in the correct order. We conducted pre- and post-assessments on these questions for multiple years of the camp; some years had a song to go with those topics, and other years did not have a song. We found that for years when the song accompanied these concepts, campers showed an overall greater increase in knowledge of these topics than for years when there was not a song. The songs in this study were accompanied by simple movements that were designed to highlight the lyrics. For order of the planets, the effect size was −0.34 for the year during which there was no song and effect sizes were 1.02, 1.34, and 0.59 for subsequent years during which there was the song with movement. For phases of the moon, effect sizes were 1.48 and 1.43 for the two years preceding the introduction of the lunar phases song, and the effect size was 2.04 the year this song and its motions were introduced.

中文翻译：

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在天文夏令营中通过精心编排的歌曲改善科学内容的学习

摘要在这项探索性研究中，我们研究了在营地中添加一首精心编排的歌曲对中学生露营者保留两个概念的影响：行星与太阳的距离不断增加的顺序，以及正确列出的月球相位订购。我们在营地的多年中都对这些问题进行了评估。某些年份有与这些主题相关的歌曲，而另一些年份则没有。我们发现，在歌曲伴随这些概念的年代中，与没有歌曲的年代相比，露营者显示出对这些主题的整体了解有了更大的增长。这项研究中的歌曲伴随着旨在突出歌词的简单动作。对于行星的顺序，在没有歌曲的年份，效果大小为-0.34，效果大小为1.02、1.34，以后的几年中，每首歌曲的移动幅度为0.59。对于月相，在推出月相歌曲之前的两年中，效果大小分别为1.48和1.43，而在引入该歌曲及其动作的那一年，效果大小为2.04。