Effects of implementing an integrative drama-inquiry learning model in a science classroom

Maria Kolovou, Nam Ju Kim

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)191-203
Number of pages13
JournalJournal of Educational Research
Issue number3
StatePublished - Apr 1 2020


  • Arts in science
  • drama-based learning
  • inquiry-based learning
  • integrative drama-inquiry learning
  • intrinsic motivation

ASJC Scopus subject areas

  • Education


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