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

Abstract

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.

Developing affective learning strategies for science education: A literature review

“…The study was conducted in Australia using a performance-based pedagogical approach, which employed bodily performance to explain concepts or biochemical processes [29]. The study demonstrated that a multidisciplinary and creative approach can enhance students' motivation and engagement in science learning.…”

Perspectives on Using Storytelling as a Means of Teaching and Learning: Reflections from Diverse Groups of Participants on the Theme “What’s in Your River?”

“…Through conversations, discussion and connections with other people in welcoming teaching spaces, participants are helped to openly express feelings of despair, optimism, support and hope. The authors of [36], through the project Performing Sciences, argued that by employing strategies from the Arts sector, science educators could facilitate opportunities for pleasure and for collaborative and social learning. Furthermore, the introductory session which sets the scene enabled the participants to engage with others during the middle and closing sessions, when lessons and takehome messages were collated.…”

Examining the Physics Conceptions, Science Engagement and Misconceptions of Undergraduate Students in Stem

“…interest in it. These science-related activities, associated with interest in science, pertain to reading science fiction books, watching movies related to science, or participation in activities related to science (French et al, 2019;Ryder et al, 2015). However, interest in science becomes more effective in learning when it was developed during the learning process or within the context to which the learning happened (Rodriguez et al, 2019).…”