Puppetry-facilitated ecology lessons within a STE(A)M curriculum¶

Design · All designs
Evidence · no claims cited

Description¶

This pattern delivers ecology content through puppetry performances as an arts-integrated science lesson format. In the study, "Puppetry-based lessons were designed, implemented, and tailored to the STE(A)M curriculum", covering ecological concepts such as balance in the ecosystem, conservation of the ecosystem, and feeding relationships. The experimental group received these lessons through puppetry facilitated by professional puppeteers, while comparison learners studied the same concepts through traditional methods, with pre- and post-testing on the CLASS survey.

Design Implications¶

Context¶

Requirements¶

Lessons require puppeteers (in this study, professional puppeteers) and alignment of the puppetry content with the STE(A)M curriculum topics such as ecosystem balance, conservation, and feeding relationships.

Constraints¶

Target Learners¶

Grade 9 natural sciences learners

Target Goals¶

Applied conceptual understanding of ecological concepts
Engagement with ecology content

Claims¶

Examples¶

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Key Sources¶

Okwara, V. U. (2024). The impact of puppetry as a teaching tool on Grade 9 learners' applied conceptual understanding of ecological concepts: A STE(A)M context. Educational Research: Theory and Practice, 35(4), 158-174. https://orcid.org/0000-0002-0876-9020

Page metadata

Field	Value
`type`	`design`
`id`	`puppetry-steam-ecology-lesson-design`
`title`	`Puppetry-facilitated ecology lessons within a STE(A)M curriculum`
`description`	`This pattern delivers ecology content through puppetry performances as an arts-integrated science lesson format.`
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-09-25`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `okwara-2024`

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