Atom Surprise: Using Theatre in Primary Science Education

Peleg, Ran; Baram‐Tsabari, Ayelet

doi:10.1007/s10956-011-9299-y

Cited by 42 publications

(35 citation statements)

References 31 publications

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“…Peleg andBaramTsabari (2011), Nwadigwe (2007), and Elliott et al (1996) pointed out the same result; the theatre method is an effective way in order to get knowledge.…”

Section: Discussionmentioning

confidence: 76%

“…Different theatre scripts or assessment methods may be used according to the research aims in further research. For instance Peleg andBaram-Tsabari (2011), andNwadigwe (2007) used mixed methodology and it helped to evaluate the results more deeply. The children should have critical and analytical thinking abilities about the biodiversity and human effects on the natural environment because the biodiversity is an interdisciplinary subject (Sarabhai, 2011;Dervisoglu, Menzel, Soran, & Bogeholz, 2009;Dervisoglu, 2007;Barker & Elliot, 2000;Agenda 21, UN, 1992).…”

Section: Discussionmentioning

confidence: 99%

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Theatre and Sea Turtles: An Intervention in Biodiversity Education

Okur-Berberoğlu¹,

Özdilek²,

Sönmez³

et al. 2014

IJOBED

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Biodiversity is an important part of the ecology and sustainable development. Turkey is a developing country and sustainable development is difficult for Turkey because of adopting Mickey Mouse economic development model. In other words, the economic development is in front of the sustainable development. However, Turkey has biodiversity richness so rural people's biodiversity education is especially so important. One of this richness is seat turtles (C. mydas and C. caretta). Hatay, Samandag beaches are important nesting areas for these sea turtles so research groups of this study are from Samandag. There were two groups (experimental and control), and 206 6th grade student in this study. The aim of this study is to determine the increasing knowledge level of the students about the sea turtles life and the conservation ways of them. A theatre performance was used as an intervention. The quantitative approach was adopted in order to develop a knowledge test. We reached two results in this study: (1) The theatre method is effective in order to gain knowledge about sea turtles, (2) the theatre method is more successful than lecturing on increasing knowledge level of students about sea turtles.

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“…Peleg andBaramTsabari (2011), Nwadigwe (2007), and Elliott et al (1996) pointed out the same result; the theatre method is an effective way in order to get knowledge.…”

Section: Discussionmentioning

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Theatre and Sea Turtles: An Intervention in Biodiversity Education

Okur-Berberoğlu¹,

Özdilek²,

Sönmez³

et al. 2014

IJOBED

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“…In a previous study, we (Peleg and Baram-Tsabari 2011) investigated the learning outcomes of an educational science play on the topic of matter for children aged 6-12. The play was presented at two different schools, and data were collected using questionnaires and interviews.…”

Section: Research On Science Museum Theatermentioning

confidence: 99%

“…679-699). Previous studies have mainly focused on viewers' learning outcomes, with findings showing positive cognitive and affective outcomes (Baum and Hughes 2001;Hughes 2008;Peleg and Baram-Tsabari 2011). However, little is known about how such cognitive and affective outcomes are related to the intentions of the writers and producers of such educational plays.…”

Section: Introductionmentioning

confidence: 99%

Understanding Producers’ Intentions and Viewers’ Learning Outcomes in a Science Museum Theater Play on Evolution

Peleg

Baram‐Tsabari

2015

Res Sci Educ

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Science museums often introduce plays to liven up exhibits, attract visitors to specific exhibitions, and help visitors to "digest" difficult content. Most previous research has concentrated on viewers' learning outcomes. This study uses performance and spectator analyses from the field of theater studies to explore the link between producers' intended aims, the written script, and the learning outcomes. We also use the conflict of didactics and aesthetics, common to the design of both educational plays and science museum exhibits, as a lens for understanding our data. "Darwin's journey," a play about evolution, was produced by a major science museum in Israel. The producers' objectives were collected through indepth interviews. A structural analysis was conducted on the script. Viewer (n=103) and nonviewer (n=90) data were collected via a questionnaire. The results show strong evidence for the encoding of all of the producers' aims in the script. Explicit and cognitive aims were decoded as intended by the viewers. The evidence was weak for the decoding of implicit and affective aims. While the producers were concerned with the conflict of didactics and aesthetics, this conflict was not apparent in the script. The conflict is discussed within the broader context of science education in informal settings.

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“…Os estudos que, na nossa concepção, adequadamente fazem uso dos jogos e/ou da abordagem contextual apontam que tanto a ludicidade quanto a história contribuem para a aprendizagem do conhecimento científico (BENEDETTI-FILHO;CAVALHEIRO, 2006;FRANCO-MARISCAL;CANO-IGLESIAS, 2009;PELEG;BARAM-TSABARI, 2011;HEERING, 2000;SEKER, H.;WELCH, L.C, 2006). Cremos que, do ponto de vista da pesquisa, já superamos a fase da constatação da relevância e eficácia da ludicidade e da abordagem contextual, uma vez que já há estudos suficientes que apontem para o sucesso dessas propostas.…”

Section: Introductionunclassified

Abordagem contextual lúdica e o ensino e aprendizagem do conceito de equilíbrio químico: o que há atrás dessa cortina?

Neto¹,

Moradillo

2017

RELuS

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ResumoOs trabalhos envolvendo ludicidade e/ou a Abordagem Contextual no ensino de química vêm aumentando muito nos últimos anos. No entanto, esses trabalhos vêm apresentando os resultados sem descrever como os estudantes aprendem quando são inseridos na sala de aula aspectos históricos e/ou lúdicos. Baseado nesta lacuna da literatura, este trabalho teve como objetivo principal descrever alguns elementos dá aprendizagem dos conceitos científicos quando é inserida na sala de aula a abordagem contextual e a ludicidade simultaneamente. Escolhemos o conteúdo de equilíbrio químico e aplicamos a sequência didática desenvolvida em uma turma de 2º ano do ensino médio de uma escola estadual. A pesquisa foi de cunho qualitativo empírico e teve com técnica de coleta de dados a observação. Usando a psicologia histórico-cultural para análise, os resultados mostraram que a abordagem contextual lúdica é rica em senso comum no ponto de partida, mas pode ajudar o estudante a desenvolver generalizações a respeito do conteúdo ensinado e a questionar o discurso de autoridade do cientista e da ciência na sala de aula. Palavras-Chave: Ludicidade, Abordagem Contextual, Aprendizagem. AbstractThe work involving playfulness and / or the Contextual Approach in teaching chemistry has been increasing in recent years. However, these papers have been presenting the results without describing how students learn when historical and / or playful aspects are inserted in the classroom. Based on this literature gap, the main objective of this work was to describe how the scientific concepts are taught when the contextual approach and playfulness are inserted simultaneously in the classroom. We chose the chemical equilibrium content and applied the didactic sequence developed in a high school class of a state school. The research was empirical qualitative and had a technique of data collection observation. Using historical-cultural psychology for analysis, the results showed that the playful contextual approach is rich in common sense at the starting point, but can help the student develop generalizations about the content taught and question the authoritative discourse of the scientist and of science in the classroom. Keywords: Playfulness, Contextual Approach, Learning ResumenLos trabajos que involucran ludicidad y/o el Enfoque Contextual en la enseñanza de la química han tenido un notable incremento en los últimos años. Sin embargo, estos trabajos vienen mostrando los resultados sin describir cómo los estudiantes aprenden cuando los aspectos históricos y/o lúdicos son integrados en el salón de clases. Motivado por esta laguna en la literatura, el trabajo aquí desarrollado tuvo como objetivo principal describir algunos elementos del aprendizaje de los conceptos científicos cuando el Enfoque Contextual y la ludicidad son integrados simultáneamente en el salón de clases. Elegimos el contenido -equilibrio químico-y aplicamos la secuencia didáctica desarrollada en un curso de 2º año de enseñanza media, de una escuela estatal. La investigación fue de ca...

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Atom Surprise: Using Theatre in Primary Science Education

Cited by 42 publications

References 31 publications

Theatre and Sea Turtles: An Intervention in Biodiversity Education

Theatre and Sea Turtles: An Intervention in Biodiversity Education

Understanding Producers’ Intentions and Viewers’ Learning Outcomes in a Science Museum Theater Play on Evolution

Abordagem contextual lúdica e o ensino e aprendizagem do conceito de equilíbrio químico: o que há atrás dessa cortina?

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