Role-playing in science education: An effective strategy for developing multiple perspectives

Howes, Elaine V.; Cruz, Bárbara C

doi:10.1007/bf03174721

Cited by 45 publications

(27 citation statements)

References 29 publications

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“…It was reported that teachers' self-efficacy increased and they were more open to the idea of implementing role-playing in their teaching. In Howes and Cruz (2009) research, students in an elementary science methods class were invited to assume roles of scientists and take part in an "Oprah Show" interview. In addition to learning about contributions of different scientists, this activity sharpened the prospective teachers' understanding of what science is and what image of science they wished to convey to their students.…”

Section: On Role-playing In Teacher Educationmentioning

confidence: 99%

Dialogues on Numbers: Script-Writing as Approximation of Practice

Zazkis

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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Script-writing is a novel pedagogical approach and research tool in mathematics education. The goal of this chapter is to introduce the approach and exemplify its implementation. A script-writing task presents a prompt, which usually includes an incomplete argument or erroneous claim of a student. Prospective teachers address the prompt by creating a script for a dialogue-presenting an imaginary interaction between a teacher and her students, or among different students. In this chapter I exemplify several results of implementing script-writing tasks and discuss advantages of this approach. In particular, I focus on the concepts related to elementary number theory, prime numbers and factors of a number, and demonstrate how the understanding of these concepts can be explored and refined, as script-writers create characters who discuss particular claims. I suggest that engaging prospective teachers in script-writing is one possible way to support and improve preparation of mathematics teachers.

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Section: On Role-playing In Teacher Educationmentioning

confidence: 99%

Dialogues on Numbers: Script-Writing as Approximation of Practice

Zazkis

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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“…A role-playing game can be an effective strategy to use in Science education (Howes and Cruz, 2009). Jackson and Walters (2000) and Smythe and Higgins (2007) reported a great increase in student participation, understanding, and collaboration in a Chemistry course during a role-playing game.…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

Enhancing Information Systems Auditing Knowledge with Role-Playing Game: An Experimental Investigation

Wongpinunwatana¹

2013

IES

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This study examined the use and effect of a role-playing game on learners' ability in information systems audit. The study is based on experimental research. Information systems control and audit case study and video had been developed. A total of 75 graduate students undertaking a Master's degree in accounting participated in the experiment. The findings suggested that the role-playing game did enhance participants' perceived knowledgeability, perceived ability to perform actual tasks, and perceived enjoyment of learning. However, learning only occurred if the lecturer was involved in the game. The lecturer had to instruct and provide guidelines to students to perform information systems audit throughout the game. The study also finds an initial relationship between players' enjoyment and their knowledgeability. In addition, the study indicates the correlation between players' enjoyment and their ability to perform the actual information systems auditing tasks.

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“…Accordingly, their understanding of the nature of science is also quite limited (Abd-El-Khalick and Lederman, 2000;Ryan and Aikenhead 1992;Sandoval 2005). For example, studies have shown that most students' understanding of the nature of science is still largely confined to the idea of individual genius scientists carrying out their research in a circumscribed lab environment (Buck et al 2002;Driver et al 1996;Howes and Cruz 2009;McAdam 1990;Rahm 2007). They do not realize that the development of scientific theories is often a sustained process of collaborative knowledge work among scientists (Duschl 1990;Hong and Lin-Siegler 2012).…”

Section: Introductionmentioning

confidence: 95%

College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community

2015

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This study investigates whether engaging college students (n = 42) in a knowledge building environment would help them work as a community to construct their collective knowledge of history of science and, accordingly, develop a more informed scientific view. The study adopted mixed-method analyses and data mainly came from surveys and student online discourse recorded in a database. Findings indicate that students' knowledge building activities were conducive to the development of their online collaboration as a learning process and the effective collective knowledge work concerning natural science history as a learning outcome. Moreover, students were able to attain a more constructivist-oriented epistemic view that sees scientific theories as invented, tentative, and improvable objects. Finally, based on course reflection, students also regarded their collective learning experiences in this course as meaningful and productive.

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Role-playing in science education: An effective strategy for developing multiple perspectives

Cited by 45 publications

References 29 publications

Dialogues on Numbers: Script-Writing as Approximation of Practice

Dialogues on Numbers: Script-Writing as Approximation of Practice

Enhancing Information Systems Auditing Knowledge with Role-Playing Game: An Experimental Investigation

College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community

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