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Quavers to Quadratics – An Interdisciplinary Science and Music Programme for Children

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Keywords: Co-teaching ; Informal Learning ; Music Education ; Public Engagement ; Science Education ; Trans-disciplinary education ; Undergraduate disciplinary identify

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Quavers to Quadratics – An Interdisciplinary Science and Music Programme for Children
Intellect , 108 (2025); https://doi.org/10.1386/9781835951286_8
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References

  1. Bevan, Bronwyn, Peppler, Kylie, Rosin, Mark, Scarff, Lynn, Soep, Elisabeth and Wong, Jen (2019), ‘Purposeful pursuits: Leveraging the epistemic practices of the arts and sciences’, in A. J. Stewart, M. P. Mueller and D. J. Tippins (eds), Converting STEM into STEAM Programs: Methods and Examples from and for Education, Cham: Springer International Publishing, pp. 21–38.
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  8. Informalscience.org (2021), ‘The Centre for Advancement of Informal Science Education’, available at: https://www.informalscience.org/. Accessed 4 October 2023.
  9. Kerin, Marita (2019), ‘Coteaching music in a primary school: Teacher perspectives’, Ph.D. thesis, University of Dublin, Trinity College, Dublin, Ireland.
  10. Kerin, Marita and Murphy, Colette (2018), ‘Equal temperament: Coteaching as a mechanism for musician-teacher collaboration’, in C. Christophersen and A. Kenny (eds), Musician–Teacher Collaborations: Altering the Chord, New York: Routledge.
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  11. Lampert-Shepel, Elina and Murphy, Colette (2018), ‘Learning to reflect: Teachers' mastery and development of mediational means and psychological tools of reflective practice’, Journal of Cognitive Education and Psychology, 1:3, n.pag.
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  12. McCoy, Selina, Smyth, Emer and Banks, Joanne (2012), Learning in Focus: The Primary Classroom: Insights from the Growing Up in Ireland Study, Dublin: The Economic and Social Research Institute.
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  13. Mejias, Sam, Thompson, Naomi, Sedas, Raul, Mishael, Rosin, Mark, Soep, Elisabeth, Peppler, Kylie and Roche, Joseph (2021), ‘The trouble with STEAM and why we use it anyway’, Science Education, 105, pp. 209–31.
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  14. Murphy, Colette (2016), Coteaching in Teacher Education, St. Albans: Critical Publishing.
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  15. Murphy, Colette and Carlisle, Karen (2008), ‘Situating relational ontology and transformative activist stance within “everyday” practice of co-teaching and cogenerative dialogue’, Cultural Studies of Science Education, 3, pp. 493–506.121
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  16. NCCA (2020), Draft Primary Curriculum Framework, Dublin: National Council for Curriculum and Assessment.
  17. Prefontaine, Brean, Mullen, Claire, Jasmin-Güven, Jonna, Rispler, Caleb, Rethman, Callie, Bergin, Shane, Hinko, Kathleen A. and Fracchiolla, Claudia (2020), ‘Informal physics programs as communities of practice: How can program structures support university students' identities?’ Physical Review Physics Education Research, 17, p. 020134.
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  18. Roche, L. (2020), ‘The value of music education in Irish DEIS Primary Schools: A comparative study’, MA dissertation, University of Dublin, Trinity College, Dublin, Ireland.
  19. Shulman, Lee S. (1986), ‘Those who understand: Knowledge growth in teaching’, Educational Researcher, 15, pp. 4–14.
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  20. Wenger, Etienne (1998), Communities of Practice: Learning, Meaning, and Identity, Cambridge: Cambridge University Press.
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References

  1. Bevan, Bronwyn, Peppler, Kylie, Rosin, Mark, Scarff, Lynn, Soep, Elisabeth and Wong, Jen (2019), ‘Purposeful pursuits: Leveraging the epistemic practices of the arts and sciences’, in A. J. Stewart, M. P. Mueller and D. J. Tippins (eds), Converting STEM into STEAM Programs: Methods and Examples from and for Education, Cham: Springer International Publishing, pp. 21–38.
     [Google Scholar]
  2. Brown, John, Seely, Collins, Allan and Duguid, Paul (1989), ‘Situated cognition and the culture of learning’, Educational Researcher, 18, pp. 32–34.
     [Google Scholar]
  3. de Greef, Linda, Post, Ger, Vink, Christianne and Wenting, Lucy (2017), Designing Interdisciplinary Education: A Practical Handbook for University Teachers, Amsterdam: Amsterdam University Press.
     [Google Scholar]
  4. Department of Education and Skills (2017), ‘DEIS Plan 2017, delivering equality of opportunity in schools’, Dublin: Government of Ireland, pp. 1–60.
     [Google Scholar]
  5. Erduran, Sibel and Dagher, Zoubeida R. (2014), ‘Regaining focus in Irish junior cycle science: Potential new directions for curriculum and assessment on nature of science’, Irish Educational Studies, 33, pp. 335–50.
     [Google Scholar]
  6. Fracchiolla, Claudia, Prefontaine, Brean and Hinko, Kathleen (2020), ‘Community of practice approach for understanding identity development within informal physics programs’, Physical Review Physics Education Research, 16, p. 020115.
     [Google Scholar]
  7. Henriksen, Danah (2014), ‘Full STEAM ahead: Creativity in excellent STEM teaching practices’, The STEAM Journal, 1:2, p. 15.
     [Google Scholar]
  8. Informalscience.org (2021), ‘The Centre for Advancement of Informal Science Education’, available at: https://www.informalscience.org/. Accessed 4 October 2023.
  9. Kerin, Marita (2019), ‘Coteaching music in a primary school: Teacher perspectives’, Ph.D. thesis, University of Dublin, Trinity College, Dublin, Ireland.
  10. Kerin, Marita and Murphy, Colette (2018), ‘Equal temperament: Coteaching as a mechanism for musician-teacher collaboration’, in C. Christophersen and A. Kenny (eds), Musician–Teacher Collaborations: Altering the Chord, New York: Routledge.
     [Google Scholar]
  11. Lampert-Shepel, Elina and Murphy, Colette (2018), ‘Learning to reflect: Teachers' mastery and development of mediational means and psychological tools of reflective practice’, Journal of Cognitive Education and Psychology, 1:3, n.pag.
     [Google Scholar]
  12. McCoy, Selina, Smyth, Emer and Banks, Joanne (2012), Learning in Focus: The Primary Classroom: Insights from the Growing Up in Ireland Study, Dublin: The Economic and Social Research Institute.
     [Google Scholar]
  13. Mejias, Sam, Thompson, Naomi, Sedas, Raul, Mishael, Rosin, Mark, Soep, Elisabeth, Peppler, Kylie and Roche, Joseph (2021), ‘The trouble with STEAM and why we use it anyway’, Science Education, 105, pp. 209–31.
     [Google Scholar]
  14. Murphy, Colette (2016), Coteaching in Teacher Education, St. Albans: Critical Publishing.
     [Google Scholar]
  15. Murphy, Colette and Carlisle, Karen (2008), ‘Situating relational ontology and transformative activist stance within “everyday” practice of co-teaching and cogenerative dialogue’, Cultural Studies of Science Education, 3, pp. 493–506.121
     [Google Scholar]
  16. NCCA (2020), Draft Primary Curriculum Framework, Dublin: National Council for Curriculum and Assessment.
  17. Prefontaine, Brean, Mullen, Claire, Jasmin-Güven, Jonna, Rispler, Caleb, Rethman, Callie, Bergin, Shane, Hinko, Kathleen A. and Fracchiolla, Claudia (2020), ‘Informal physics programs as communities of practice: How can program structures support university students' identities?’ Physical Review Physics Education Research, 17, p. 020134.
     [Google Scholar]
  18. Roche, L. (2020), ‘The value of music education in Irish DEIS Primary Schools: A comparative study’, MA dissertation, University of Dublin, Trinity College, Dublin, Ireland.
  19. Shulman, Lee S. (1986), ‘Those who understand: Knowledge growth in teaching’, Educational Researcher, 15, pp. 4–14.
     [Google Scholar]
  20. Wenger, Etienne (1998), Communities of Practice: Learning, Meaning, and Identity, Cambridge: Cambridge University Press.
     [Google Scholar]

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