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.
References
- 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The Effect on Student Attitude and Conceptual Learning Journal Science Teacher Education 23:823–846 Ødegaard M 2001, Unpublished Dr.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.
Abstract
References
- 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The Effect on Student Attitude and Conceptual Learning Journal Science Teacher Education 23:823–846 Ødegaard M 2001, Unpublished Dr.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.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | September 1, 2016 |
| Published in Issue | Year 2016 Volume: 5 |
