“…cases removed 9 1115 6 7 0.38 0.02 − 0.02 to 0.11 0.45 1–10 0.0% 0.0% 0.0 to 64.8% 3.9 Creativity 345 5 14 0.05 0.01 − 0.16 to 0.18 0.92 1–11 83.2% 1.1% 0.0 to 84.7% 34.6 Infl. cases removed 10 315 5 13 − 0.31 − 0.05 − 0.22 to 0.13 0.55 1–11 84.8% 0.0% 0.0 to 84.8% 26.3 Significant associations are highlighted in bold; k = number of studies; I 2 at study level (level 3: between-study heterogeneity, level 2: within-study heterogeneity); β was estimated based on multiplying B by the SD of creativity and diving by the SD of effect size on the outcome; removed as influential studies: 1 85 , 86 ; 2 85 ; 3 87 ; 4 10 ; 5 88 ; 6 89 ; 7 90 ; 8 91 ; 9 92 , 93 ; 10 94 . Figure 3 Estimate of the association between effect size and creativity rating of the physical activity interventions.…”
Section: Resultsmentioning
confidence: 99%
“… Significant associations are highlighted in bold; k = number of studies; I 2 at study level (level 3: between-study heterogeneity, level 2: within-study heterogeneity); β was estimated based on multiplying B by the SD of creativity and diving by the SD of effect size on the outcome; removed as influential studies: 1 85 , 86 ; 2 85 ; 3 87 ; 4 10 ; 5 88 ; 6 89 ; 7 90 ; 8 91 ; 9 92 , 93 ; 10 94 . …”
Neuroplasticity research supports the idea that varied practice and new environments promote cognitive engagement and enhance learning. Expanding on a meta-analysis of the effect of physical activity interventions on cognition and academic outcomes, we reviewed and quantified the impact of task and environmental factors that foster creative physical activity. Interventions were considered as fostering creative physical activity to a greater extent if (1) they were varied, (2) relied less on technical acquisition, instruction or demonstration, (3) involved open spaces, props, or open-ended instructions, and (4) involved interactions with peers. A wide range of physical activities were considered, from dance to aerobic exercise across 92 studies in 5–12-year-old children. Creativity ratings of physical activity interventions were varied but did not associate with greater beneficial effects on executive functions (k = 45), academic achievement (k = 47), or fluid intelligence (k = 8). Studies assessing on-task behaviour (k = 5) tended not to foster creativity, while reversely studies assessing creativity tended to foster creative physical activities (k = 5). As a group, three studies that fostered more creative PA showed a small significant negative summary effect on cognitive flexibility. Considering qualitative differences in the physical activities performed in schools will improve our understanding of their mechanisms of impact. Future research should consider using more varied measures, including more proximal outcomes that involve body movements (e.g., a Simon Says task to measure inhibitory control).
“…cases removed 9 1115 6 7 0.38 0.02 − 0.02 to 0.11 0.45 1–10 0.0% 0.0% 0.0 to 64.8% 3.9 Creativity 345 5 14 0.05 0.01 − 0.16 to 0.18 0.92 1–11 83.2% 1.1% 0.0 to 84.7% 34.6 Infl. cases removed 10 315 5 13 − 0.31 − 0.05 − 0.22 to 0.13 0.55 1–11 84.8% 0.0% 0.0 to 84.8% 26.3 Significant associations are highlighted in bold; k = number of studies; I 2 at study level (level 3: between-study heterogeneity, level 2: within-study heterogeneity); β was estimated based on multiplying B by the SD of creativity and diving by the SD of effect size on the outcome; removed as influential studies: 1 85 , 86 ; 2 85 ; 3 87 ; 4 10 ; 5 88 ; 6 89 ; 7 90 ; 8 91 ; 9 92 , 93 ; 10 94 . Figure 3 Estimate of the association between effect size and creativity rating of the physical activity interventions.…”
Section: Resultsmentioning
confidence: 99%
“… Significant associations are highlighted in bold; k = number of studies; I 2 at study level (level 3: between-study heterogeneity, level 2: within-study heterogeneity); β was estimated based on multiplying B by the SD of creativity and diving by the SD of effect size on the outcome; removed as influential studies: 1 85 , 86 ; 2 85 ; 3 87 ; 4 10 ; 5 88 ; 6 89 ; 7 90 ; 8 91 ; 9 92 , 93 ; 10 94 . …”
Neuroplasticity research supports the idea that varied practice and new environments promote cognitive engagement and enhance learning. Expanding on a meta-analysis of the effect of physical activity interventions on cognition and academic outcomes, we reviewed and quantified the impact of task and environmental factors that foster creative physical activity. Interventions were considered as fostering creative physical activity to a greater extent if (1) they were varied, (2) relied less on technical acquisition, instruction or demonstration, (3) involved open spaces, props, or open-ended instructions, and (4) involved interactions with peers. A wide range of physical activities were considered, from dance to aerobic exercise across 92 studies in 5–12-year-old children. Creativity ratings of physical activity interventions were varied but did not associate with greater beneficial effects on executive functions (k = 45), academic achievement (k = 47), or fluid intelligence (k = 8). Studies assessing on-task behaviour (k = 5) tended not to foster creativity, while reversely studies assessing creativity tended to foster creative physical activities (k = 5). As a group, three studies that fostered more creative PA showed a small significant negative summary effect on cognitive flexibility. Considering qualitative differences in the physical activities performed in schools will improve our understanding of their mechanisms of impact. Future research should consider using more varied measures, including more proximal outcomes that involve body movements (e.g., a Simon Says task to measure inhibitory control).
“…Sementara itu Leandro et al (2018) mengkombinasikan pembelajaran bilangan dengan tari kreasi. Studi yang dilakukan mereka dengan siswa berusia 7 dan 8 tahun ini menunjukkan bahwa pembelajaran interdisiplin antara matematika dan seni tari dapat meningkatkan proses dan hasil pembelajaran sepanjang pemahaman konsep matematika diperoleh dengan ungkapan tubuh dan gerak yang ekspresif dan kreatif.…”
The 2013 curriculum, which emphasizes integrated thematic learning, is actually a reflection of interdisciplinary learning because it combines several scientific disciplines, such as mathematics, language, science, and natural sciences, into a theme. Therefore, the author, on this occasion, tries to discuss how interdisciplinary learning between mathematics and other fields of science is presented. First, the author discusses interdisciplinary learning between mathematics and music and dance, and then it is followed by interdisciplinary learning between mathematics and literacy presented in mathematics picture books. Third, the author discusses the interdisciplinary learning between rock climbing and mathematics, and finally this paper discusses STEM or STEAM learning. The implication of interdisciplinary learning in elementary schools is that teachers need to collaborate to create creative, innovative, and fun learning activities.Keywords: Interdisiplinarity, mathematics, music and dance, math picture books, sport, STEAMAbstrak: Kurikulum 2013 yang menekankan pada pembelajaran tematik terpadu sesungguhnya merupakan cerminan dari pembelajaran interdisiplin karena menggabungkan beberapa disiplin ilmu, seperti matematika, bahasa, sains, dan ilmu pengetahuan alam, kedalam sebuah tema. Oleh karena itu, penulis pada kesempatan ini mencoba mendiskusikan bagaiaman pembelajaran interdisiplin antara matematika dengan berbagai bidang ilmu lainnya dari berbagai literatur. Pertama yang akan dibahas yaitu pembelajaran interdisplin antara matematika dan seni musik dan tari, kemudian dilanjutkan dengan pembelajaran interdisiplin antara matemetika dan literasi yang tertuang dalam buku bergambar matematika. Ketiga, penulis mendiskusikan pembelajaran yang mengabungkan antara oleh raga panjat tebing, dengan matematika, dan terakhir dibahas tentang pembelajaran STEM atau STEAM. Implikasi dari pembelajaran interdisiplin di sekolah dasar yaitu mengharuskan guru-guru untuk berkolaborasi guna menciptakan aktivitas pembelajaran yang kreatif, inovatif, dan menyenangkan.Kata Kunci: Interdisiplinarity, matematika, seni musik dan tari, math picture books, olahraga, STEAM
“…Bodily learning refers to learning in the whole body, in the whole person, and between humans in social and material realities (Anttila, 2013). Dance can contribute to students' learning in several ways; for example, by developing students' academic, collaborative, creative, motor and social skills and multiple literacies (Anttila, 2013;Keinänen, Hetland & Winner, 2000;Leandro, Monteiro & Melo, 2018;Leonard, 2012;Leonard, Hall & Herro, 2016;Lobo & Winsler, 2006;McMahon, Rose & Parks, 2003;Moore & Linder, 2012;Svendler Nielsen, 2009). However, there is a dearth of research on dance in school (Anttila, 2013;Anttila & Svendler Nielsen, 2019;Bonbright, Bradley & Dooling, 2013;Bond & Richard, 2005;Dils, 2007b;Hanna, 2008;Leonard, 2012;Leonard & McShane-Hellenbrand, 2012), and there seems to be no clear consensus on what dance literacy means for bodily learning, especially in primary and secondary education, where dance does not feature in the curriculum.…”
Research on dance literacy has advanced in the 21st century, with researchers arguing that emphasis on students' dance literacy can illuminate bodily learning in school. Nevertheless, the concept is often left undefined, and there seems to be no clear consensus on what dance literacy means for bodily learning in school contexts. This article examines previous literature to provide a conceptual overview of dance literacy, and discusses dance literacy in school through a critical theoretical lens. Discussing and reviewing the previous literature on dance literacy from an emancipatory approach, the article proposes a Dance Literacy Model for Schools within primary and secondary education settings that do not teach dance as a school subject. The model comprises three dimensions of dance literacy: dance as an art form and form of expression, dance combined with other literacies, and learning through dance in different curricular areas. The article concludes that education in dance literacy can contribute to students' literacy education by accentuating bodily learning in and through dance while simultaneously highlighting and appreciating the value of dance itself.
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