Breaking silos
The effectiveness of a knowledge integration approach for dance curricula
Bibliographic Data
| ID | 21718780 |
|---|---|
| Authors | Yonatan Asher Vexler (0000-0002-1199-6259, Hebrew University of Jerusalem, corresponding author), Avraham Merzel (0000-0002-2574-7050, Hebrew University of Jerusalem), Rong Zhi Li (Shanghai University of Sport), Michal Walter (Department of Science Teaching, Weizmann Department Science Teaching, Institute of Science, Rehovot, Israel) |
| Year | 2024 |
| Pages | 1-30 |
| Publication date | 2024-06-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Research in Dance Education (JOURNAL) |
| Journal identifiers | ISSN: 1464-7893 • E-ISSN: 1470-1111 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14647893.2024.2365309 |
| OpenAlex | W4399604611 |
| Language | EN |
| Citations received | 4 |
| References cited | 65 |
The knowledge integration (KI) approach has been widely studied and recommended for improving the learning and teaching of science subjects (biology, physics, etc.). If the cognitive processes of learning, however, do not vary across domains, then what is helpful for science should also be helpful for dance. Choosing the teaching and learning of an improvisational and creative dance as a case on the far opposite end from the usual seated and normative science curriculum, one randomized-controlled trial and one before-after intervention trial were conducted to test if a KI curriculum is more effective than a common curriculum. Both trials found the KI approach significantly more effective in improving the performance of young dancers. As found, KI can be effectively applied to the curriculum design of breakdance, thus providing evidence to support the universality of this approach. It is implied that KI can, ergo, benefit learners of more subjects, including the artful ones, and need not be siloed as relevant only for science education
Art · Curriculum · Dance · Dance education · Engineering ethics · Knowledge management · Mathematics education · Pedagogy · Sociology · Visual arts · Computer Science · Diverse Music Education Insights · Diversity and Impact of Dance · Engineering · Physical Education and Pedagogy · Psychology
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Brick by Brick
Autonomy, competence, and relatedness in the classroom
Self-determination theory
The Importance of Creativity in the Sportification of Breakdance
Rethinking the pedagogy of dance pedagogy
Teaching creative dance in school – a case study from physical education in Norway
Identity, diversity and inclusion on the dance floor
Method over matter
“We got so much better at reading each other’s energy”
Learning engineering
Planning for student-driven discussions
Embodied physics
Invoking student resources in whole-class conversations in science education
Learning in and through the arts
From Street Dances and 'Breaking' to Night Clubbing
Motivational processes in Sport Education programs among high school students
Breaking for Gold
Professional capital
Guiding Knowledge Construction in the Classroom
Experience and Education
The teacher's role in promoting collaborative dialogue in the classroom
| Unique citing works | 4 |
|---|---|
| Citations per year | 4 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |