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

Dorion, Kirk

doi:10.1080/09500690802712699

Cited by 115 publications

(94 citation statements)

References 22 publications

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“…Our data analysis builds on the analytical framework developed by Dorion (2009) and includes information on students' background, activity, aspects of learning and practical features (Table 1). Initial findings (student evaluations) were cross-checked with teachers' experiences via interviews.…”

Section: Discussionmentioning

confidence: 99%

“…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%

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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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Section: Discussionmentioning

confidence: 99%

Section: Science and Drama: Pedagogical Perspectivesmentioning

confidence: 99%

Performing the Future

Toonders¹,

Verhoeff

2016

Sci & Educ

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“…Σύκθσλα κε ηε Seroglou (2005) ε ηζηνξία ησλ θπζηθώλ επηζηεκώλ κπνξεί λα ζπλαληεζεί κε ην ζέαηξν πξνθεηκέλνπ λα μεπεξαζηνύλ ηα παξαδνζηαθά όξηα ησλ ζρεηηθώλ καζεκάησλ θαη λα αλαδεηρζεί ε ακνηβαία ζρέζε ησλ θπζηθώλ επηζηεκώλ κε κηα πνηθηιία ζεκάησλ πνπ ελδηαθέξνπλ εθπαηδεπηηθνύο θαη καζεηέο. Η ζρεηηθή κε ην εθπαηδεπηηθό δξάκα ζηε δηδαζθαιία ησλ θπζηθώλ επηζηεκώλ βηβιηνγξαθία ζπάληα έρεη εζηηαζηεί ζηελ έξεπλα ηεο επίδξαζεο ηέηνησλ δξαζηεξηνηήησλ ζηε κάζεζε ησλ Φπζηθώλ Δπηζηεκώλ ζην ζρνιείν (Metcalfe, 1984, Kamen, 1991, Arieli, 2007, νπόηε ππάξρεη έλα θελό ζηε γλώζε καο αλάκεζα ζηελ έξεπλα θαη ζηελ πξαθηηθή κέζα ζηελ ηάμε (Dorion, 2009). Αθόκα ιηγόηεξεο έξεπλεο έρνπλ γίλεη ζην πιαίζην ηεο αμηνπνίεζεο ηεο ηζηνξίαο ησλ θπζηθώλ επηζηεκώλ κέζσ εθπαηδεπηηθνύ δξάκαηνο, αλ θαη ην έδαθνο είλαη γόληκν θαη θάπνηνη εξεπλεηέο έρνπλ ππνζηεξίμεη ην ζεκαληηθό ξόιν πνπ κπνξεί λα παίμεη ην εθπαηδεπηηθό δξάκα ζηελ θαιύηεξε θαηαλόεζε ηνπ πεξηερνκέλνπ ησλ θπζηθώλ επηζηεκώλ αιιά θαη ηεο θύζεο ηνπο (Bentley, 2000, Pantidos et al, 2001, Papadopoulos & Seroglou, 2005.…”

Section: τν εθπαηδεπηηθό δξάκα ζηε δηδαθηηθή ησλ θπζηθώλ επηζηεκώλunclassified

Fifth grade pupils perform Brecht’s play “The life of Galileo”. Learning Science and Nature of Science through Drama

Πήλιουρας¹,

Ιωακειμίδου²,

Σέρογλου³

2016

ICODL

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The paper refers to a project in which fifth grade pupils participated in activities relative to the history of astronomy and also studied, and performed Brecht"s play "The life of Galileo". Drama has been used in science education as a teaching strategy for long years. The main question in this paper is how can drama in science education that leads to a school play enhance 11 year old pupils understanding on science and nature of science? The research method was mainly based on the use of qualitative tools. The involvement of pupils in drama activities relative with the history of science showed in practice that it can be an effective learning process. Pupils, involved in the whole drama project, gradually developed new skills, while discussed about important aspects of the nature of science, such as modeling, the nature and limits of observation, the effects of the sociocultural context in the formulation of a scientific theory, the way that science and religion have come either to a conflict or to an understanding through time. ΠεξίιεςεΗ έξεπλα αλαθέξεηαη ζ" έλα εθπαηδεπηηθό ζελάξην ζην νπνίν καζεηέο ηεο Δ΄ δεκνηηθνύ ζπκκεηείραλ ζε δξαζηεξηόηεηεο ζρεηηθέο κε ηελ ηζηνξία ηεο αζηξνλνκίαο δνπιεύνληαο θαη παξνπζηάδνληαο ην ζεαηξηθό έξγν ηνπ Brecht «Η δσή ηνπ Γαιηιαίνπ». Τν εθπαηδεπηηθό δξάκα ρξεζηκνπνηείηαη ζηε δηδαζθαιία ησλ θπζηθώλ επηζηεκώλ σο δηδαθηηθή ηερληθή εδώ θαη ρξόληα. Σηελ πεξίπησζή καο, κέζα από ην εθπαηδεπηηθό δξάκα νδεγεζήθακε ζηελ παξνπζίαζε ελόο έξγνπ ηνπ Brecht, ην νπνίν είλαη εκπλεπζκέλν από ηελ ηζηνξία ησλ θπζηθώλ επηζηεκώλ, πξνθεηκέλνπ λα ππεξεηήζνπκε ζηόρνπο ην καζήκαηνο ησλ θπζηθώλ επηζηεκώλ. Τν βαζηθό εξώηεκα ζ" απηή ηελ έξεπλα είλαη πώο κπνξεί ην εθπαηδεπηηθό δξάκα ην νπνίν νδεγεί ζε κηα ζρνιηθή παξάζηαζε ζρεηηθά κε ηηο θπζηθέο επηζηήκεο λα βειηηώζεη ηελ θαηαλόεζε 11ρξνλσλ καζεηώλ ζε ζρέζε κε ηηο θπζηθέο επηζηήκεο θαη ηε θύζε ησλ θπζηθώλ επηζηεκώλ. Η έξεπλα βαζίζηεθε θπξίσο ζηε ρξήζε εξγαιείσλ πνηνηηθήο έξεπλαο. Η εκπινθή ησλ καζεηώλ κέζα από ηε ζεαηξηθή θόξκα ζε δξαζηεξηόηεηεο ζρεηηθέο κε ηελ ηζηνξία ησλ Φπζηθώλ Δπηζηεκώλ αλέδεημε ζηελ πξάμε όηη απηή κπνξεί λα απνηειέζεη κηα απνηειεζκαηηθή εθπαηδεπηηθή δηαδηθαζία. Οη εκπιεθόκελνη ζην εθπαηδεπηηθό ζελάξην καζεηέο ζηαδηαθά αλέπηπμαλ λέεο δεμηόηεηεο, θαζώο είραλ ηελ http://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 10/05/2018 12:30:08 |

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“…As such, numerous studies (e.g., Muller et al, 2013;Alrutz, 2004;Buncick et al, 2001;Cleaves, 2005;Dorion, 2007Dorion, , 2009Ellington et al, 1981;Harvard-Project-Zero, 2001;Lyons, 2006;Maltese and Tai, 2010;Odegaard, 2003;Royal Society, 2004;Osborne et al, 2003;SATIS, 1986;Sloman and Thompson, 2010;Tai et al, 2006;Tobias and Hake, 1988;Wagner, 1998) have found that including a variety of activities and methods to engage students with different interests and experiences, providing an engaging classroom environment and allowing students to feel comfortable asking questions are important factors that can invoke interest in science and foster retention.…”

Section: A Gires Et Al: Making Rainfall Features Fun: Scientific Acmentioning

confidence: 99%

Making rainfall features fun: scientific activities for teaching children aged 5–12 years

Gires

Muller

Gueut

et al. 2016

Hydrol. Earth Syst. Sci.

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Abstract.Research projects now rely on an array of different channels to increase impact, including high-level scientific output, tools, and equipment, but also communication, outreach, and educational activities. This paper focuses on education for children aged 5-12 years and presents activities that aim to help them (and their teachers) grasp some of the complex underlying issues in environmental science. More generally, it helps children to become familiarized with science and scientists, with the aim to enhance scientific culture and promote careers in this field. The activities developed are focused on rainfall: (a) designing and using a disdrometer to observe the variety of drop sizes; (b) careful recording of successive dry and rainy days and reproducing patterns using a simple model based on fractal random multiplicative cascades; and (c) collaboratively writing a children's book about rainfall. These activities are discussed in the context of current state-of-the-art pedagogical practices and goals set by project funders, especially in a European Union framework.

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

Cited by 115 publications

References 22 publications

Performing the Future

Performing the Future

Fifth grade pupils perform Brecht’s play “The life of Galileo”. Learning Science and Nature of Science through Drama

Making rainfall features fun: scientific activities for teaching children aged 5–12 years

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