An Example of Large‐group Drama and Cross‐year Peer Assessment for Teaching Science in Higher Education

Sloman, Katherine A.; Thompson, Richard C.

doi:10.1080/09500690903229312

Cited by 14 publications

(14 citation statements)

References 25 publications

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“…In contrast to the mixed results in language arts, the effects of DBP on achievement outcomes in other domains have been predominantly positive. For example, many studies have found positive DBP effects on academic achievement in science (Braund, 1999;Dorion, 2009;Francis, 2007;Kase-Polisini & Spector, 1994;Sloman & Thompson, 2010;Warner & Andersen, 2004), foreign language acquisition (Bournot-Trites, Belliveau, Spiliotopoulos, & Seror, 2007;Erdman, 1991;Shacker, Juliebö, & Parker, 1993), and math achievement (Fleming, Merrell, & Tymms, 2004;Kayhan, 2009;Walker, Tabone, & Weltsek, 2011), among others. Though not as prevalent as other achievement areas, studies measuring 21st-century skills-such as creativity, collaboration, and communication-as designated by Partnership for 21st Century Skills ( 2009) also present a mixed picture.…”

Section: Achievement and Learning Outcomes In Nondrama Curriculummentioning

confidence: 99%

The Effect of Drama-Based Pedagogy on PreK–16 Outcomes

Lee

Patall

Cawthon

et al. 2015

Review of Educational Research

103

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The President's Committee on the Arts and Humanities report heartily supported arts integration. However, the President's Committee called for a better understanding of the dimensions of quality and best practices. One promising arts integration method is drama-based pedagogy (DBP). A comprehensive search of the literature revealed 47 quasi-experimental DBP intervention studies conducted since 1985. The literature showed that designs were generally weak for making causal inferences and that outcomes other than achievement were infrequently studied. A meta-analysis of this research suggested that DBP has a positive, significant impact on achievement outcomes in educational settings. Effects were strongest when the intervention (a) was led by a classroom teacher or researcher rather than a teaching artist, (b) included more than five lessons, and (c) was integrated into English language arts or science curriculum compared to other domains. Positive effects across psychological and social outcomes were found. Implications for policy and practice are discussed.

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Section: Achievement and Learning Outcomes In Nondrama Curriculummentioning

confidence: 99%

The Effect of Drama-Based Pedagogy on PreK–16 Outcomes

Lee

Patall

Cawthon

et al. 2015

Review of Educational Research

103

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“…The most famous of these is the 1971 performance at Stanford University entitled Protein Synthesis: An Epic on the Cellular Level, a filmed performance 'happening,' with an introduction from Nobel prize winning chemist Paul Berg, in which students performed an embodied and organic interpretation of the biological process of protein synthesis. More recently, a range of science lecturers have documented their uses of drama and performance in the university classroom, including: the use of physical embodiment to teach students about the changing states of molecules (Metcalfe et al, 1984), the creation of 'molecular dramas' to explicate concepts in medical biochemistry (Reyes & De Santos, 1984), the use of a scripted play to represent the biological processes that take place inside the body during physical exercise (De Paula, Da Costa, & De Macedo, 1995), and dramatic role-plays in science and medical education designed to develop skills in areas such as communication and argumentation (Archila, 2017;Middlewick, Kettle, & Wilson, 2012;Sloman & Thompson, 2010), as well as to foster student engagement (Ünalan et al, 2009).…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

Developing Affective Engagement in Science Education through Performative Pedagogies: The Performing Sciences

French¹,

Mulhern²,

Ginsberg³

2019

IJISME

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The project The Performing Sciences engaged teaching staff from biomedical sciences and theatre to design an assessment activity in which second year students at the University of Melbourne were required to explicate a biochemical concept or process using embodied modes of performance. Here we provide an extended narrative on affective engagement, offering this previous work as a case study, and describing how this innovative work advances approaches to teaching, learning and assessment in science education through theatrical performance. The case study provides evidence of the potential for creative and multi-disciplinary forms of teaching, learning and assessment to foster student engagement and increase their motivation to learn science. Our extended narrative focusses on the potential for performance-based pedagogical approaches to facilitate affective forms of learning. We argue that by employing strategies from theatre and performance studies, science educators can engage students in emotional and corporeal ways that complement their cognitive processes, as well as facilitate opportunities for collaborative and social learning.

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“…2009Dorion. , 2007Ellington et al, 1981;Harvard-Project-Zero, 2001;Lyons, 2006;Maltese and Tai, 2010;Odegaard, 2003;Royal Society, 2004;Osborne et al, 2003;SATIS, 1986;Sloman and Thompson, 2010;Tai et al, 2006;Tobias and Hake, 1988;Wagner, 1998) have found that including a variety of activities and methods to engage students with different interests and learning styles, providing an engaging classroom environment and allowing students to feel comfortable asking questions are important factors that can invoke interest in science. Using hands-on activities is clearly a popular and successful method to engage students.…”

Section: A Pedagogic Perspectivementioning

confidence: 99%

Making rainfall (fractal!) features fun: scientific activities for teaching young children

Gires

Muller

Gueut

et al. 2016

Preprint

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Abstract. Research projects now rely on an array of different channels to increase impact, including high-level scientific output, tools and equipment, but also communication, outreach and educational activities. This paper focuses on education for young children and presents activities that aim to help them (and their teachers) grasp some of the complex underlying scientific issues in environmental fields. More generally, it helps children to become familiarized with science and scientists, with the aim to enhance scientific culture and promote careers in this field. The activities developed are focused on rainfall: design of a disdrometer to observe the variety of drop sizes, careful recording of successive dry and rainy days and reproducing patterns using a simple model based on fractal random multiplicative cascades, and the production of a scientific book with, and for, children. These activities are discussed in the context of current state of art pedagogical practices and goals set by project funders, especially in a European Union framework.

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An Example of Large‐group Drama and Cross‐year Peer Assessment for Teaching Science in Higher Education

Cited by 14 publications

References 25 publications

The Effect of Drama-Based Pedagogy on PreK–16 Outcomes

The Effect of Drama-Based Pedagogy on PreK–16 Outcomes

Developing Affective Engagement in Science Education through Performative Pedagogies: The Performing Sciences

Making rainfall (fractal!) features fun: scientific activities for teaching young children

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