DRAMA FOR INCLUSION IN SCIENCE

Abstract

Dramatic licence afforded by the construction of plays provides opportunities to imagine what these inputs could have been, without necessarily implying historical accuracy. This paper provides an example of an input that is plausible and credible, involving a carpenter and a stonemason. In addition to concept development, drama can impact on student attitude. Drama can also contribute to historical and philosophical understanding. This paper has integrated history of chemistry, evidence concerning the roles of drama in science education, ideas about social justice, and an engaging pedagogy. A next stage is to see how this works with different classes, and with different contexts for the plays and their histories. Engaging young learners in their own learning is a challenge many teachers face. This paper describes one method of doing this. 

Keywords

• Drama,science

References

1. Braund M (2015) Drama and learning science: an empty space? British Journal for Educational Research Volume 41, Issue 1, p 102–121 (Brook 1968, The empty space, Harmondsworth, Penguin Books) Hendrix R, Eick C & Shannon D (2012) The Integration of Creative Drama in an Inquiry-Based Elementary Program: The Effect on Student Attitude and Conceptual Learning Journal Science Teacher Education 23:823–846 Ødegaard M 2001, Unpublished Dr. scient., Dissertation, University of Oslo.