The Great evolution trial: Use of role‐play in the classroom

Duveen, Jonathan; Solomon, Joan

doi:10.1002/tea.3660310510

Cited by 70 publications

(35 citation statements)

References 5 publications

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“…The potential benefits of role-playing have been reported for science education [2,3]. Duveen and Solomon reported that a role-playing exercise for the debate of evolution, especially related to Darwin's The Origin of Species, was considerably successful [4]. Among the categories of roleplaying reported by McSharry and Jones [1], many science teachers have explained metaphorical role-playing and analogy role-playing as fundamental "role-play" exercises.…”

Section: Introductionmentioning

confidence: 99%

Using analogy role‐play activity in an undergraduate biology classroom to show central dogma revision

Takemura

Kurabayashi

2014

Biochem Molecular Bio Educ

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For the study of biology in an undergraduate classroom, a classroom exercise was developed: an analogy role-play to learn mechanisms of gene transcription and protein translation (central dogma). To develop the central dogma roleplay exercise, we made DNA and mRNA using paper sheets, tRNA using a wire dress hanger, and amino acids using LegoV R blocks (Lego System A/S, Denmark). Students were studying in the course of mathematics, physics, or chemistry, so biology was not among their usual studies. In this exercise, students perform the central dogma roleplay and respectively act out nuclear matrix proteins, a transcription factor, an RNA polymerase II, an mRNA transport protein, nuclear pore proteins, a large ribosomal subunit, a small ribosomal subunit, and several amino-acyl tRNA synthetases. Questionnaire results obtained after the activity show that this central dogma role-play analogy holds student interest in the practical molecular biological processes of transcription and translation. V C 2014 by The International Union of Biochemistry and Molecular Biology, 42(4): 351-356, 2014.

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Section: Introductionmentioning

confidence: 99%

Using analogy role‐play activity in an undergraduate biology classroom to show central dogma revision

Takemura

Kurabayashi

2014

Biochem Molecular Bio Educ

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“…It is notable for the way it involves students in their own learning in a stimulating, 'reallife' environment. " Metode pembelajaran role playing sendiri telah di aplikasikan dalam berbagai displin ilmu, seperti drama, education, psychology (Britt, 1995), social sciences (Duveen and Solomon, 1994), philosophy, English literature (Wolf et al, 1994), foreign languages (Ladousse, 1987), environmental science, engineering, geography (Maddrell, 1994), health sciences, business (Brown, 1994;Egri, 1999), tourism and hospitality, ethics (Brown, 1994;Raisner, 1997), economics, marketing, political science and information technology (Kirkwood and Ross, 1997), dan designed computer software (Wagner, 1997).…”

Section: A Pendahuluanmentioning

confidence: 99%

Implementasi Role Playing Dalam Meningkatkan Hasil Belajar

Setiawati¹

2016

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Penelitian ini bertujuan untuk mengetahui pengaruh implementasi metode pembelajaran role play terhadap hasil belajar. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif, dengan menggunakan pendekatan penelitian tindakan kelas (Classroom Action Research). Sampel dalam penelitian ini adalah 2 kelas mahasiswa semester 3 Teknologi Pendidikan di Universitas Pendidikan Indonesia dengan mata kuliah Pengantar Manajemen Sumber Daya Manusia. Hasil penelitian dan pembahasan menunjukkan bahwa hasil belajar peserta didik dengan menggunakan metode pembelajaran role playing telah meningkat, hasil belajar yang dimaksud adalah dalam segi afektif yaitu peserta didik berpartisipasi secara aktif serta dari segi kognitif dengan kenaikan hasil ujian peserta didik. Keywords : role-play, student outcome, learning method. A. PENDAHULUANMetode pembelajaran role playing telah menjadi metode pembelajaran yang paling banyak digunakan sejak tahun 1970-an. Hal ini diperkuat oleh E. Kate Armstrong, (2003) (Britt, 1995), social sciences

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“…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. Μηα πνιύ γλσζηή έξεπλα, ζην πεδίν απηό, είλαη ν ζρεδηαζκόο θη ε εθαξκνγή από ηνπο Duveen & Solomon (1994) παηρληδηνύ ξόισλ πνπ δηαπξαγκαηεύεηαη κηα θαληαζηηθή δίθε ηνπ Γαξβίλνπ κεηά ηε δεκνζίεπζε ηνπ έξγνπ ηνπ «Η θαηαγσγή ησλ εηδώλ». Σηηο ζπλεληεύμεηο πνπ πξαγκαηνπνηήζεθαλ κήλεο αξγόηεξα, ζην πιαίζην ηεο έξεπλαο απηήο, απνδείρζεθε όηη νη καζεηέο είραλ πνιύ ηζρπξέο αλακλήζεηο από ηε δξαζηεξηόηεηα εθείλε θαη ηα όζα είραλ κάζεη πξνεηνηκάδνληάο ηελ.…”

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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The Great evolution trial: Use of role‐play in the classroom

Cited by 70 publications

References 5 publications

Using analogy role‐play activity in an undergraduate biology classroom to show central dogma revision

Using analogy role‐play activity in an undergraduate biology classroom to show central dogma revision

Implementasi Role Playing Dalam Meningkatkan Hasil Belajar

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

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