Learning Science Through Drama: Exploring international perspectives

Foreword
Preface
Acknowledgements
Contents
Chapter 1: Introduction: Examining Contrasting Ways That Drama Approaches Can Be Applied to Support Learning Science
References
Part I: Reviewing What We Already Know about the Ways that Drama, Performing Arts and Theatrical Approaches Contribute to Learning Science
Chapter 2: Re-thinking Theorising About the Use of Drama, Theatre and Performance in Learning Science
2.1 Introducing Views About Drama and Performance
2.2 Developing Ideas About Drama and Theatre
2.3 Thinking More Specifically About Drama, Theatre and Performance and Science Education
2.4 Purposeful Categories: Appreciating, Performing and Making
2.5 Relating Appreciating, Performing and Making with ‘Learning from…’; ‘Learning Through…’ and ‘Learning in…’
2.5.1 Learning from Drama (Appreciating)
2.5.2 Learning in Drama (Performing)
2.5.3 Learning Through Drama (Making or Constructing)
2.5.4 LStD in Everyday Classrooms
2.6 Discussion: Reflecting on Implications of Theatre and Performance for LStD
2.7 Conclusion
References
Chapter 3: Towards a Theorisation for Physicalized Drama to Learn Science
3.1 Introduction
3.2 Theoretical Frameworks in Studies of Drama and Science
3.3 Theorising Science Drama
3.3.1 Drawing on Constructivism
3.3.2 Drawing on Expectancy Value Theory
3.4 An Agenda for Research
3.5 Conclusion
References
Chapter 4: Epistemic Contrasts of Different Drama Conventions: A Content Analysis of the Range of Affordances Variations of Role Play Offer for Learning Science
4.1 Introduction
4.2 Elements that Shape Drama Activity
4.2.1 Context
4.2.2 From Fictional Context to Dramatic Context
4.2.3 From Focus to Framing the Learning
4.2.4 Purpose and Task
4.2.5 Roles and Relationships
4.2.6 Tension
4.2.7 Audience
4.2.8 Time
4.2.9 Language and Movement
4.2.10 Location
4.2.11 Mood, Symbol and Meaning
4.2.12 Affordances and Constraints
4.2.13 Considering Different Elements That Comprise Drama Events in Existing Studies Through a Content Analysis
4.2.14 Role-Plays for the Purpose of Understanding Science Concepts
4.2.15 Role-Plays for the Purpose of Learning About the Processes and NoS
4.2.16 Role-Plays for the Purpose of Engaging with Socio-Scientific Issues (SSIs)
4.3 Discussion
4.4 Conclusion
References
Chapter 5: Using Drama in Science Education and for Sustainability Issues
5.1 Introduction
5.2 Dramatic Activities and Drama as a Learning Process
5.3 Structuring Drama Activities in Science
5.4 Intentions of Drama Activities in Science
5.5 Science Knowledge, Socio-scientific Issues and Drama
5.6 Drama and Sustainability
5.7 Increasing Sustainability Competencies and Environmental Citizenship with Drama
5.8 Conclusion
References
Part II: Providing Rich Case Studies of Projects that Describe How Drama has been Applied in Many Different Contexts, Countries and Across a Wide Variety of Scientific Disciplines to Promote Learning
Chapter 6: Crossing Borders. Studies with Student Teachers Using Physical Role-plays in South Africa
6.1 Introduction
6.2 Theoretical Framework: Border Crossings
6.3 Study Methods
6.4 Findings
6.5 Discussion
6.5.1 Crossing Borders
6.5.2 Drama as Analogous Learning
6.5.3 Where to Place Drama in a Learning Sequence
6.5.4 Avoiding the ‘Fish Bowl’ Effect
6.6 Conclusion
References
Chapter 7: Integrating Science and Drama to Support Learning About the Nature of Science in New Zealand Primary Classrooms
7.1 Introduction
7.2 Learning About the NoS Through Drama
7.3 Sociocultural Framing
7.4 The Drama Science Process
7.5 Scaffolding Students’ Understanding of NoS Using Key Aspects of Drama
7.5.1 Mime-Freeze and Hot-Seating: The Importance of Side-Coaching
7.5.2 Teachers In-Role: Modelling Scientific Practices
7.5.3 Conscience Alley: Using Evidence in Decision Making
7.6 Conclusion
References
Chapter 8: Scripting, Performing and Reflecting: Adopting Drama to Engage Secondary Students with National Environmental Concerns
8.1 Drama for Embracing Social and Ethical Issues in Science
8.2 Drama as Inquiry-Based Education
8.3 Scripting, Performing and Reviewing – A Case Study
8.4 Results
8.4.1 Developing the Scripts
8.4.2 Writing the Scripts: Gathering Information or Preparing a Performance?
8.4.3 Enacting the Scripts Concerned with Environmental Issues…
8.4.4 …in the Science Classroom
8.5 Final Act
References
Chapter 9: Embodied Learning: A Case Study of Tableau and Writing in Role to Represent Main Ideas About the Solar System
9.1 Study Context
9.2 Embodied Learning
9.3 Classroom Case Study
9.3.1 Method
9.3.2 Data Collection
9.3.3 Audio Recordings
9.3.4 Photographs of Final Tableau Presentations
9.3.5 WriR Compositions
9.3.6 Student Responses
9.3.7 Data Analysis Process
9.3.8 Audio Recordings
9.3.9 Photographs of Final Tableau Presentations
9.3.9.1 Role
9.3.9.2 Gesture
9.3.10 WriR Compositions
9.3.11 Student Responses
9.4 Results
9.4.1 Audio Recordings
9.4.2 Photographs of Final Tableau Presentations
9.4.3 WriR Compositions
9.4.4 Student Responses
9.5 Findings: So What Did the Tableau Do?
References
Chapter 10: Drama for Teaching Controversial Issues in Science
10.1 The Context of the Project
10.2 An Interdisciplinary Collaboration
10.3 Contemporary Science Practice in Schools
10.4 Drama, Science and Ethical Understanding
10.5 Research Design and Methodology
10.5.1 The Nested Research Projects
10.5.2 Self-Study Methodologies
10.5.3 Research Method – Data Collection and Analysis
10.6 The Stem Cell Inquiry – Exploring a Drama Approach
10.7 Stage 1: Introduction to the Topic and Warming Up for the Drama Work
10.7.1 The Stem Cell Graffiti Task
10.7.2 Ten-Second Constructions
10.8 Stage 2: Drama for Identifying and Understanding the Topic and Issue
10.8.1 Stem Cell Headlines
10.8.2 Stem Cell Anecdata and Advertisement
10.9 Stage 3: Deepening Understanding of the Human Experience in the Issue
10.9.1 Role Duologues
10.9.2 Thought Tunnel
10.10 Stage 4: Exploring Complexity of the Issue in a Whole Class Role Play
10.10.1 Whole Class Role Play
10.11 Stage 5: Reflecting on the Learning
10.12 Conclusion
References
Chapter 11: Reflecting on Performance and the Audience: Lessons from Practice
11.1 Introduction
11.2 The Theoretical Framework of Embodied Learning
11.3 The Role of Drama in Learning Science Processes
11.4 Embodied Learning and Drama: Towards an Interdisciplinary Pedagogical Theory for Teaching Science
11.5 The Experimental School of the University of Thessaloniki: A Case Study of Introducing Drama in Science Education
11.6 The Scenario – The Big Idea
11.7 Research Methodology
11.7.1 Method/Process
11.7.2 Design of Methodological Research Tools
11.7.3 Data Analysis
11.8 Results
11.8.1 Limitations
11.9 Conclusion
References
Part III: Illustrating How a Multitude of Research Approaches, Utilising Different Data Collection Methods, Contribute to the Complexity of Evidential Impact of this Kind of Innovative Pedagogy
Chapter 12: Analysing and Applying Different Theoretical Frameworks to Make Sense of Dialogue in Science Lessons Using Drama
12.1 Introduction
12.2 Methodological Approach
12.2.1 Case A: Performing In-Role – The Mary Anning Story
12.2.2 Case B: Hot Seating (HS) – Questioning a Teacher-in-Role (TiR) as Marianne North
12.2.3 Case C: Role Play – Enacting Galileo’s Inquisition
12.2.4 Case D: Role Play – Solving a Problem, Like Mattie Knight
12.3 Analysis: Examining the Excerpts
12.3.1 Case A: Performing In-Role – The Mary Anning Story
12.3.2 Case B: Hot Seating (HS) – Questioning a TiR as Marianne North
12.3.3 Case C: Role Play – Enacting Galileo’s Inquisition
12.3.4 Case D: Role Play – Solving a Problem Like Mattie Knight
12.4 Discussion
12.5 Conclusion
References
Chapter 13: Using Drama Conventions as Data Collection Tools
13.1 Design Based Research
13.2 Identifying Students’ Perceptions of the NoS
13.3 Using Drama Conventions as Data Collection Tools
13.4 RotW: Students’ Perceptions of Scientists and Their Work
13.4.1 Recording Ideas
13.4.2 Question Prompts
13.4.3 Timing
13.5 WriR: Insights Into Students’ In-Role Work as Scientists
13.6 CA: Exploring Students’ Scientific Argumentation
13.7 Discussion
References
Chapter 14: Researching the Value of Using Multiple Dramatic Conventions: A Case Study Approach
14.1 Introduction
14.2 Methods and Methodology
14.3 Results and Discussion
14.4 How the MotE Structure Supported Science Learning
14.5 How the Use of Varied Drama Conventions Supported Science Learning
14.6 Contribution and Limitations
Appendix
References
Chapter 15: Impactful Drama: Using Mixed Methods Approaches for the Evaluation of Drama in Science
15.1 What Is a Mixed Methods Research Design?
15.2 Why Use Mixed Methods to Evaluate Drama in Science Education?
15.3 Mixed Methods Designs in Drama and Science Research
15.3.1 Convergent Mixed Methods Designs
15.3.2 Sequential Mixed Methods Designs
15.3.3 Weakness of Mixed Methods Designs
15.4 In-Depth Case Study: Mixed Methods in Two ‘Teacher in Role’ Drama Workshops
15.4.1 Research Instruments
15.4.2 Benefits of the Mixed Methods Approach
15.5 Conclusion
References
Chapter 16: ‘Act-Like-A-Scientist-Test’: What Does a Deductive Content Analysis Show?
16.1 Introduction
16.2 Theoretical Background
16.2.1 Scientific Literacy
16.2.2 Formative Assessment
16.2.3 NoS Assessment
16.2.4 Drama and NoS
16.3 Methodology
16.3.1 The Case
16.3.2 ALAST
16.3.3 Data
16.3.4 Content Analysis
16.4 Results
16.4.1 NoS Expressed in the Drama Activity
16.5 The Opportunities for Formative Assessment of NoS in Drama Activities
16.5.1 Opportunity 1: More Diverse Information about NoS
16.5.2 Opportunity 2: Empathic Understanding of Emotions
16.5.3 Opportunity 3: Effortless Setup
16.5.4 Opportunity 4: Peer Assessment
16.5.5 Opportunity 5: Deconstruction of Stereotypes
16.5.6 Challenge 1: Over-Emphasis on Science as Action
16.5.7 Challenge 2: Difficulties in Interpreting Polysemous Meanings
16.5.8 Challenge 3: Formative Assessment of Individual in Collaborative Tasks
16.6 Conclusions
16.7 Implications
References
Part IV: Plenary: Concluding Reflections Considering the Focus, Findings and Future Implications of the Studies
Presented in this Book
Chapter 17: Reflective Discussion on Teaching and Learning Science with Drama: Emerging Themes
17.1 Introduction
17.2 RQ 1: What Characterises the Current Use of Drama, Performing Arts, and Theatrical Approaches, Across at Least Six Different Countries, to Teach Science?
17.2.1 Characterising the International Use of Drama to Teach Science
17.2.2 Theories of Learning
17.3 RQ 2. What Do the International Case-Studies Suggest About the Extent of, and Usefulness of, Drama to Teach and Learn Science?
17.3.1 The Nature of Drama and Science
17.3.2 Mantle of the Expert
17.3.3 The ‘What If’ and the ‘What Is’: Bringing the Real and Imagined Worlds Together to Support Learning
17.3.4 Performance for Learning
17.3.5 Teaching and Learning Through Drama Demands Skilled Teaching
17.3.6 Areas That Could Be Further Developed in Science Education Practice and Research: The Commission Approach
17.4 RQ 3. What Kinds of Research Approaches and Tools Can Be Applied to Assess the Impact (both Implicit and Explicit) of Drama Pedagogies?
17.5 RQ 4. What Does a Synthesis of the Research Evidence Suggest About the Benefits and Challenges We Should Pay Attention to in Future?
17.6 Conclusion
References
Chapter 18: Conclusion: A Synthesis for Now and Possibilities for the Future
18.1 Characterising the Current Use of Drama, Performing Arts and Theatrical Approaches, Across the International Contexts in This Book
18.2 The Usefulness of Drama to Teach and Learn About Science
18.3 Thinking Further About Researching the Impact of Drama Used in Science Education
18.4 Qualitative Data
18.5 Quantitative Data
18.6 Mixing Methods: Collecting Qualitative and Quantitative Data
18.7 Reflecting on the Research Evidence to Suggest What We Should Pay Attention to in Future
18.7.1 The Potential Impact of Different Drama Pedagogies Across Age Groups
18.7.2 How Far [Contextually and Age-Wise] Can MotE Be Adopted and Adapted?
18.7.3 To What Extent Does Drama Pedagogy Offer More Inclusive Learning Opportunities
18.7.4 Exploring Alternate Research Methodologies and Methods That Best Assess the Impact of Dramatising Science Learning
18.7.5 Consideration of Longitudinal Studies that Narrate Learners’ Experiences to Connect and Relate How Dramatisation in Learning Might Inspire Students to Consider a Scientific Career?
18.7.6 Teacher Professional Development: Exploring Ways to Effectively Support Development of High Quality Use of Drama for Learning Science?
18.7.7 Theorising Learning Science Through Drama: Is It Possible?
18.8 Conclusion
References
Index