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Drama as a learning medium in science education

Drama as a learning medium in science education
Drama as a learning medium in science education
To respond to the decline of young people’s interest in the sciences, calls have been made to reorganize the ways in which science is taught, in order to address low student motivation. Drama offers a toolbox of techniques that can be used when teaching science and which can address the issue of low student motivation. This chapter provides science teacher educators with the theoretical and practical knowledge of how drama may serve as an inquiry-based teaching and learning tool in the sciences and how it may increase students’ scientific literacy, engagement and motivation. We discuss aspects of teacher training for the use of drama in the science classroom with two sample workshops aimed at teachers’ professional development. Hereafter we describe some conventions offered by the genre process drama. We discuss the learning achieved through drama. We then show that drama can be an inquiry-based learning form which functions through narrative and is multimodal, multisensory and sociocultural. We address the potential of a budding researcher and give some aspects of a future scenario for inquiry-based learning focusing on depth of learning through embodiment.
2213-3623
65-83
Springer
Peleg, Ran
99135615-235e-4bd3-a58e-12bab19fdd8c
Østern, Anna-Lena
306668df-6a54-413e-a13b-c4635a0fc48d
Strømme, Alex
f637dc7b-bda4-45b1-a372-ab9a4cea68eb
Tsabari, Ayelet Baram
405352f6-5c66-4f87-abc0-45f47b75236c
Tsivitanidou, O.
Gray, P.
Rybska, E.
Louca, L.
Constantinou, C.
Peleg, Ran
99135615-235e-4bd3-a58e-12bab19fdd8c
Østern, Anna-Lena
306668df-6a54-413e-a13b-c4635a0fc48d
Strømme, Alex
f637dc7b-bda4-45b1-a372-ab9a4cea68eb
Tsabari, Ayelet Baram
405352f6-5c66-4f87-abc0-45f47b75236c
Tsivitanidou, O.
Gray, P.
Rybska, E.
Louca, L.
Constantinou, C.

Peleg, Ran, Østern, Anna-Lena, Strømme, Alex and Tsabari, Ayelet Baram (2018) Drama as a learning medium in science education. In, Tsivitanidou, O., Gray, P., Rybska, E., Louca, L. and Constantinou, C. (eds.) Professional Development for Inquiry-Based Science Teaching and Learning. (Contributions from Science Education Research, 5) Cham. Springer, pp. 65-83. (doi:10.1007/978-3-319-91406-0_4).

Record type: Book Section

Abstract

To respond to the decline of young people’s interest in the sciences, calls have been made to reorganize the ways in which science is taught, in order to address low student motivation. Drama offers a toolbox of techniques that can be used when teaching science and which can address the issue of low student motivation. This chapter provides science teacher educators with the theoretical and practical knowledge of how drama may serve as an inquiry-based teaching and learning tool in the sciences and how it may increase students’ scientific literacy, engagement and motivation. We discuss aspects of teacher training for the use of drama in the science classroom with two sample workshops aimed at teachers’ professional development. Hereafter we describe some conventions offered by the genre process drama. We discuss the learning achieved through drama. We then show that drama can be an inquiry-based learning form which functions through narrative and is multimodal, multisensory and sociocultural. We address the potential of a budding researcher and give some aspects of a future scenario for inquiry-based learning focusing on depth of learning through embodiment.

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e-pub ahead of print date: 1 September 2018
Published date: 2018

Identifiers

Local EPrints ID: 435221
URI: http://eprints.soton.ac.uk/id/eprint/435221
ISSN: 2213-3623
PURE UUID: c18911bc-1092-47da-8cf7-a367c5d964e3
ORCID for Ran Peleg: ORCID iD orcid.org/0000-0002-9184-6030

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Date deposited: 28 Oct 2019 17:30
Last modified: 17 Mar 2024 03:58

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Contributors

Author: Ran Peleg ORCID iD
Author: Anna-Lena Østern
Author: Alex Strømme
Author: Ayelet Baram Tsabari
Editor: O. Tsivitanidou
Editor: P. Gray
Editor: E. Rybska
Editor: L. Louca
Editor: C. Constantinou

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