The use of clay modeling to increase high school biology vocabulary learning

Abstract

PurposeThe paper explored the benefits as well as the concerns of vocabulary learning with clay modeling in terms of practical and pedagogical implications for creating positive learning experiences.Design/methodology/approachA mixed-methods design was conducted to examine the effectiveness of vocabulary learning with clay modeling practices in lower socioeconomic status schools.FindingsAlthough test results showed no statistically significant differences between the groups, the clay modeling group did improve vocabulary acquisition similar to the sentence writing group. The students were actively engaged with hands-on activities using the clay and also demonstrated positive emotional, behavioral and physical experiences.Research limitations/implicationsThe addition of the clay modeling provided an opportunity for kinesthetic learning but created a high extraneous cognitive load with the challenges incurred through the use of clay.Practical implicationsThe challenges can be reduced by 1) adopting appropriate instructional strategies to design and implement effective clay modeling activities for students and teachers, 2) providing training or professional workshop development for teachers and 3) ongoing practical support and assistance for students.Social implicationsExploring the use of kinesthetic instructional practice at the high school level may prove beneficial since clay modeling is frequently used effectively at lower grade levels.Originality/valueThe current study explores the added value of clay modeling for high school students’ biology vocabulary learning in a lower socioeconomic status school from practical and pedagogical perspectives.

“Spine to the future”—A narrative review of anatomy engagement

“…Clay modeling has shown significant differences in the attainment of preschool children (4–5 yrs) with learning science‐based vocabulary 50 . Similarly, clay modeling improved scientific vocabulary acquisition in high school students 51 . While these examples are too directly anatomical, it shows that there is a benefit and opportunity in utilizing clay‐based activities to help deliver anatomical education to the public.…”

“…50 Similarly, clay modeling improved scientific vocabulary acquisition in high school students. 51 While these examples are too directly anatomical, it shows that there is a benefit and opportunity in utilizing clay-based activities to help deliver anatomical education to the public. As with many other resources used to teach the public, their effectiveness is often trialed in the university educational setting, where clay-based anatomy is demonstrated to improve student knowledge in the short term and their experience, this is supported by a systematic review of the use of clay-based modeling which demonstrated a consistent pattern of engagement and knowledge gain from this activity.…”