Effectiveness of Teaching Science by Drama

Najami, Naim; Hugerat, Muhamad; Khalil, Khuloud; Hofstein, Avi

doi:10.4236/ce.2019.101007

Cited by 12 publications

(7 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The career interest and science-related attitudes of science majors were found to have significant improvement; some students' perception toward science careers and science have changed after creative drama activity. Studying science through drama may help students view science as a human, social experience that involve and motivates them to develop an understanding of the world, which is rooted in scientific and the humanistic traditions (Najami et al, 2019). Ødegaard (2003) notes that use of drama and.…”

Section: Resultsmentioning

confidence: 99%

“…It had a positive effect on students understanding of many scientific topics and motivated students to learn more, because it was linked to their daily lives. Based on previous research, Najami et al (2019), they have been conducted interviewed with some students regarding the using drama in chemistry subject. Some students argued that they will use the drama method for teaching science in the future, because it influences students and associates the learned with real life.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Pedagogical Use of Dramatic Performance Through Science Subject for Peace Education in Paraguay

David¹,

Susanti²,

Kurniasih

2020

insecta

View full text Add to dashboard Cite

This research aims to change the effective learning process and encourage students to be more active and creative. As the main objective of MEC (2005), to educate students to become competent members of society as a product of one of the dimensions of science. Research focuses on drama as a method for teaching values and attitudes in education in Paraguay, where values and attitudes must be taught in science subjects because values and attitude are part of basic training every student and schools have a responsibility to achieve these goals as the main goal of the entire education system. Values and attitudes can be represented such as awareness-raising, tolerance, inclusion, and community sustainability. The studies analyzed relate to ways to make drama performances, as a pedagogic practice, that teachers can use in enlarging students’ science abilities such as student behavior and attitudes to become promoters of peace education. In this case, explicitly focusing on Dramatic Performance (DP) as a pedagogic tool to emphasize the teaching of values in science lessons. This study sees drama as an artistic expression that can be developed easily by teachers of various levels and can be applied in all subjects as a fun learning strategy. Through interviews, strong evidence is found that learning with drama helps teachers make the classroom more dynamic, fun, and participatory. In addition, this kind of method increases students’ curiosity, motivating them to participate actively in the learning process.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Pedagogical Use of Dramatic Performance Through Science Subject for Peace Education in Paraguay

David¹,

Susanti²,

Kurniasih

2020

insecta

View full text Add to dashboard Cite

show abstract

“…Available studies on the use of drama as a teaching strategy in science focused on academic performance of students. For instance, [6] investigated the effect of learning chemical reactions, more specifically, light and photosynthesis with and without drama. The sample comprised 180 10 th grade (boys and girls) students in Israeli middle schools.…”

Section: Fig 2 Classification Of Science Dramamentioning

confidence: 99%

“…It can be used to enhance students' understandings of scientific concepts as well as an effective assessment tool in the place of written test which is usually associated with anxiety [4]. Teaching science with drama encourages active participation of students in classroom activities, facilitate meaningful learning, improve understanding of science concepts, sharpen appealing experience in chemistry and provoke positive attitudes of students toward the subject [6,7]. Furthermore, the use of drama promotes student's conversation in language of chemistry; arouse their interest and makes learning process to be" fun" and "stress-free".…”

mentioning

confidence: 99%

Dramatizing Chemical Bonding Concepts towards Correcting Students’ Misconceptions in Senior Secondary Schools in Rivers State, Nigeria

Sunday

Joy

2021

CSIJ

View full text Add to dashboard Cite

Aims: Chemical bonding is a fundamentalconcept which provide essential information for interpretation of chemical reactions and understanding of related concepts in chemistry. This relevance notwithstanding, the general perception of most students is that chemical bonding, as a topic is very difficult to understand. This study therefore, is an attempt to correct students’ misconceptions about chemical bonding in Rivers State, Nigeria using drama teaching strategy, with a view to addressing the issue. Study Design: Mixed method design was adopted. Place and Duration of Study: Science Education Department, Faculty of Education, Rivers State University, Port Harcourt, Nigeria. The study lasted about four months from June to October 2021. Methodology: The sample comprised 170 SS2 chemistry students. The instruments were Chemical Bonding Diagnostic Test with reliability coefficient of 0.98 and Interview Schedule. Percentages and graphs were used to answer research questions and hypotheses tested at 0.05 level of significance using Analysis of Covariance. Results: Results of the study revealed a remarkable reduction in the high extents of students’ misconceptions about chemical bonding on teaching with drama strategy while the misconceptions of students taught with lecture method persisted at a high extent; This implies that, drama teaching strategy is useful in correcting students’ misconceptions about chemical bonding while lecture teaching method is not. A significant difference in misconceptions of students taught chemical bonding with drama and those with lecture method was obtained. Also, there was significant gender related difference in students’ misconceptions about chemical bonding. Conclusion: Drama teaching strategy is effective in correcting students’ misconceptions about chemical bonding and other related concepts. Also, there is gender related difference in misconceptions based on gender.

show abstract

“…The DBP method is one of the more practical ways of favour students to generate empathy for both animate and inanimate entities through the creation of three-dimensional models of chemical, physical, and biological systems [12][13][14]. The following conclusions can be drawn from these methodologies: (1) it results in a better understanding of the topics studied, and (2) it increases social interaction between students and teachers or facilitators in the construction of a positive learning environment [15].…”

Section: Introductionmentioning

confidence: 99%

From atoms to stars: an interactive theatre play based on ‘The Little Prince’ novella to describe spatial thinking

Acuña-Umaña¹,

Gómez-Quirós²,

Herrera-Sancho³

2022

Phys. Educ.

View full text Add to dashboard Cite

The implementation of theatre as a didactic tool for teaching science provides a new perspective on the importance of interdisciplinary approaches in the construction of meaningful learning experiences. Gamification and collaborative work are functional strategies to teach scientific concepts in a creative way. However, there are still conceptual issues about spatial thinking that are difficult for students to understand owing to the lack of visualization of objects and their development through a characteristic chronicle. Here we show an innovative way to unifying science, technology, engineering, arts and mathematics (STEAM) careers through the development of an interactive theatrical play inspired by The Little Prince novella, to promote a culture of integration of science, theatre and literature. One of the more significant findings to emerge from this study is that the didactic strategies used are key ingredients in order to design an unique theatre play based on a link between history of atomic models and literature towards full understanding of spatial macroscales and microscales thinking. Due to the successful in the qualitative assessment results, we are devising to continue exploring the use of these didactic strategies to achieve an integrated and greater impact on students’ learning processes.

show abstract

Effectiveness of Teaching Science by Drama

Cited by 12 publications

References 15 publications

Pedagogical Use of Dramatic Performance Through Science Subject for Peace Education in Paraguay

Pedagogical Use of Dramatic Performance Through Science Subject for Peace Education in Paraguay

Dramatizing Chemical Bonding Concepts towards Correcting Students’ Misconceptions in Senior Secondary Schools in Rivers State, Nigeria

From atoms to stars: an interactive theatre play based on ‘The Little Prince’ novella to describe spatial thinking

Contact Info

Product

Resources

About