Dramatic Science. A Critical Review of Drama in Science Education

Ødegaard, Marianne

doi:10.1080/03057260308560196

Cited by 146 publications

(74 citation statements)

References 34 publications

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“…Drama was used or reported for topics across ages 13-18 in Biology, Chemistry and Physics. All observed activities shared the trend for improvisational role plays, rather than scripted work (Odegaard 2003).…”

Section: Activitiesmentioning

confidence: 99%

“…Furthermore, the literature consistently highlights findings of high motivation among students, imbued in part by their perceptions of empowerment and ownership during these events (Odegaard 2003).…”

Section: Claims For Drama As Science Pedagogymentioning

confidence: 99%

“…The first strategy aims to simulate social events, usually of the adult world, which students have not yet experienced. Often employed in the form of extended role plays, these convey topics which relate to affective contexts of social, cultural and intellectual discourse which occur in Science contexts (Odegaard 2003). A second strategy employs mime and role play to convey abstract physical phenomena, which would be otherwise unobservable in the classroom (Odegaard 2003;Aubusson and Fogwill 2006;Dorion 2007).…”

Section: Two Strategies For Drama In Sciencementioning

confidence: 99%

“…Often employed in the form of extended role plays, these convey topics which relate to affective contexts of social, cultural and intellectual discourse which occur in Science contexts (Odegaard 2003). A second strategy employs mime and role play to convey abstract physical phenomena, which would be otherwise unobservable in the classroom (Odegaard 2003;Aubusson and Fogwill 2006;Dorion 2007). The first strategy of 'social simulations' has been found to be useful in conveying to students the impact of science and technology on society, with activities that include debates, consensus conferences, and historical role plays (Duveen and Solomon 1994).…”

Section: Two Strategies For Drama In Sciencementioning

confidence: 99%

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Science through Drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons

Dorion

2009

International Journal of Science Education

113

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Section: Activitiesmentioning

confidence: 99%

Section: Claims For Drama As Science Pedagogymentioning

confidence: 99%

Section: Two Strategies For Drama In Sciencementioning

confidence: 99%

Section: Two Strategies For Drama In Sciencementioning

confidence: 99%

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Science through Drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons

Dorion

2009

International Journal of Science Education

113

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“…Drama and more specifically role-play offer powerful methods for engaging students in learning activities with a high degree of interaction, allowing them to actively co-construct meaning together with their teachers and peers, assuming an active role (Wilson and Spink 2005). It may foster the acquisition of cognitive, procedural and affective knowledge in an integrated way (Ødegaard 2001, 2003Dorion 2009). Essentially, two approaches in drama or roleplay to enhance science learning can be discerned (Smith 2015): the more common use of drama/role-play in facilitating conceptual understanding in science and drama to explore the human impacts of science and (emergent) technologies on society, including ethical and controversial issues.…”

Section: Science and Drama: Pedagogical Perspectivesmentioning

confidence: 99%

Performing the Future

Toonders¹,

Verhoeff

2016

Sci & Educ

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Drama is a relatively unexplored tool in academic science education. This paper addresses in what way the use of drama may allow science students to deepen their understanding of recent developments in the emerging and controversial field of neuroenhancement, by means of a case study approach. First, we emphasise the congruency between drama and science, notably the dramatic dimension of experimental research. Subsequently, we draw on educational literature to elaborate the potential of using drama as a teaching modality, specifically focusing on the ethical and moral dimensions of future techno-scientific innovations. Our case study consisted of a drama experiment as a module in a philosophy course on human enhancement. Twenty-two students from various science disciplines performed multiple roles, as authors, actors, audience and reviewers. Qualitative data were collected on the educational process and student performance during the course, i.e. observations and video recordings of class discussions, group work and plays, interviews and questionnaires. Our drama experiment proved to be effective in enabling students to explore and relate to a future life world affected by enhancement technologies. It allowed them to deepen their awareness of social and ethical implications of neurotechnologies and of the different viewpoints people may have on this issue in academic, professional or everyday settings. Moreover, drama allowed them to develop a reflexive position of their own in the neuro-enhancement debate by enacting a moral dilemma in front of an audience. Our results confirm the potential of drama as a tool for exploring techno-scientific futures in science education.

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Drama and learning science: an empty space?

Braund

2014

British Educational Res J

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Constructivist teaching methods such as using drama have been promoted as productive ways of learning, especially in science. Specifically, role plays, using given roles or simulated and improvised enactments, are claimed to improve learning of concepts, understanding the nature of science and appreciation of science's relationship with society (Ødegaard 2001, Unpublished Dr. scient., Dissertation, University of Oslo). So far, theorisation of drama in learning, at least in science, has been lacking and no attempt has been made to integrate drama theory in science education with that of theatre. This article draws on Peter Brook's notion of the theatre as the ‘empty space’ (Brook 1968, The empty space, Harmondsworth, Penguin Books) to provide a new theoretical model acting as a lens through which drama activities used to teach science can be better understood and researched. An example of a physical role play is used to ground the theory. The paper concludes by suggesting areas for further research.

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Dramatic Science. A Critical Review of Drama in Science Education

Cited by 146 publications

References 34 publications

Science through Drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons

Science through Drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons

Performing the Future

Drama and learning science: an empty space?

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