On Jul 7, 2013, at 10:12 PM, Wayne Bishop <email@example.com> wrote:
> If all they learned was the song, probably not but again, not definitively. Someone (you?) mentioned the names of elements, for example. Having the names at the brain's "fingertips" could be helpful in studying them at some later date. As a household example, consider sodium chloride. Why, I don't remember, but I'm sure I knew the fancy name for table salt long before knowing anything about sodium or chlorine and certainly before I learned (and have since forgotten) what the "ide" actually means (as opposed to "ate" or other such suffixes or prefixes). For those of us who have trouble remembering stuff without more context and understanding, having some of the memorized words get fleshed out with meaning could help both. Maybe force equals mass times acceleration would be an example from physics but Schrödinger's equation would be closer to the Pi Proof of Penzance. As a completely non-STEM idea, my K-8 was in a one-room country school where little kids overheard lessons going on with big kids and I remember wondering for years what a "dangling participle" might mean. Eventually we got there (as opposed to well-intentioned "modern" schools) but knowing the words, and that there was a concept behind them, helped. I don't think I would want to try to quantify any of this stuff but not completely toss it out as hogwash.
I hear what you are saying. Take my comments in the context of this article. If my son was doing poorly with the "science" in science, this would be the last thing I would do for a summer, unless I had decided to give up on science, which isn't necessarily a bad thing, but then I wouldn't call it STEM after that. I would call it what it is. A science themed music activity for students of the performing arts.