Maximizing Learning: Using Role Playing in the Classroom

Cherif, Abour H.; Somervill, Christine

doi:10.2307/4449909

Cited by 26 publications

(7 citation statements)

References 2 publications

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“…Applied theatre might also be useful in helping scientists at earlier stages of their scientific training prepare to face professional challenges outside the classroom . While role-playing has been reported to be a useful tool in helping undergraduates learn basic concepts like mitosis, meiosis, chromosome segregation, and diffusion in the classroom, these forms of role-playing are often considered interpretive dance and not applied theatre ( 6 , 8 , 17 – 22 ). Applied theatre has been used in the undergraduate science classroom to discuss important topics in science policy ( 10 ).…”

Section: Discussionmentioning

confidence: 99%

Applied Theatre Facilitates Dialogue about Career Challenges for Scientists

Segarra

Zavala

Hammonds-Odie

2017

J Microbiol Biol Educ.

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The design of programs in support of a strong, diverse, and inclusive scientific workforce and academe requires numerous difficult conversations about sensitive topics such as the challenges scientists can face in their professional development. Theatre can be an interactive and effective way to foster discussion around such subjects. This article examines the implementation and benefits of such interactive strategies in different contexts, including the benefits of getting early career academics and professionals talking about some of the situations that women and underrepresented minorities face in the workplace, while allowing more seasoned professionals and colleagues to join in the conversation.

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Section: Discussionmentioning

confidence: 99%

Applied Theatre Facilitates Dialogue about Career Challenges for Scientists

Segarra

Zavala

Hammonds-Odie

2017

J Microbiol Biol Educ.

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“…The problem is related to the needs that students will face in their experience. Cherif and Somervil (1995) have used role playing as a learning strategy in the classroom because students learn to play conflicts so that they are directly involved in their roles and are able to motivate them to learn to resolve them [18].…”

Section: Courtroom Methodsmentioning

confidence: 99%

Three Methods of Online Learning in Studying Law for Students’ Critical Thinking: Which One is More Effective?

Tampubolon¹,

Wahono²,

Kurniati³

et al. 2022

Advances in Social Science, Education and Humanities Research

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The pandemic condition for online learning of Civics Education created not only a challenge for students but also for teachers, material dealing with law for students in Senior High School was considered difficult because it contained only theory and concepts. This caused students to tend to be less skilled in critical thinking. Therefore, teachers must look for effective learning methods and then the characteristics must be tailored to the needs of students. This study aimed to determine the difference in effectiveness and which method was more effective between courtroom methods, debate and law comparison between countries. The research design was quantitative with an experimental approach. The comparison of the three methods was a novelty apart from the online method, the three of them were considered to be effective with a significance of 0.081 (Sig.> 0.05) and the learning method using the courtroom was more effective than the debate method and law comparison.

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“…Role playing is the animation of characters' properties and feelings in the plays. Role playing provides an opportunity for "acting out" conflicts, collecting information about social issues, learning to take on the roles of others, and improving students' social skills (Cherif and Somervill, 1995). It is worth mentioning that students in the study group also reported that the role play helped them to visualize the process of protein synthesis supporting a previous study (Stencel and Barkoff, 1993) showing that role play creates a mental picture of molecular or submicroscopic process and helps students link macroscopic with microscopic levels.…”

Section: The Findings For the Second Research Questionmentioning

confidence: 99%

Öğretmen Adaylarının Protein Sentezine Yönelik Algıları: Öğrenme Güçlüğüne Karşı Önerilen Çözümler

Gül¹,

Köse²

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Protein synthesis is a difficult topic to learn among students and teachers in literature. Also detailed research has not been found about the cause and nature of the difficulties encountered in the learning and teaching of this subject. From this point of view, the purpose of this study is to determine the reasons for the learning difficulties that the prospective biology teachers experienced in protein synthesis and the suggested solutions from the perspective of the prospective biology teachers. The sample was 42 fourth grade prospective teachers who attend to department of biology education at Kazim Karabekir Faculty of Education at Ataturk University in Turkey. In this study, using qualitative research method, prospective teachers were asked to response two open-ended questions. (1) What are the factors that cause you to be forced to learn protein synthesis? (2) What do you recommend to come up with these difficulties? According to the findings obtained the variables affecting the prospective teachers' learning include classroom settings, textbook, teacher, student and subject. In addition, the findings also indicate that solutions recommended by prospective teachers included in the variables related to classroom setting, textbook, teacher and teaching process. ÖzProtein sentezi öğrenci ve öğretmenler arasında öğrenme güçlüğü çekilen konular arasındadır. Bununla beraber bu konunun öğrenimi ve öğretiminde karşılaşılan zorlukların nedeni ve doğasına yönelik detaylı bir araştırmaya rastlanılmamıştır. Buradan hareketle bu çalışmanın amacı biyoloji öğretmen adaylarının protein sentezi konusunda karşılaştıkları öğrenme güçlüklerinin nedenleri ve önerilen çözümleri öğretmen adaylarının bakış açısıyla saptamaktır. Çalışmanın örneklemi Türkiye'de Atatürk Üniversitesi, Kazım Karabekir Eğitim Fakültesi, Biyoloji Eğitimi A.B.D.' nda öğrenim gören 42 dördüncü sınıf öğretmen adayı oluşturmaktadır. Nitel araştırma yönteminin kullanıldığı bu çalışmada öğretmen adaylarına iki açık uçlu soru sorulmuştur: (1) Protein sentezini öğrenmenizde zorlanmanıza sebep olan faktörler nelerdir? (2) Bu zorlukların üstesinden gelmek için neler tavsiye edersiniz? Elde edilen bulgulara göre öğretmen adaylarının öğrenmede güçlük çekmesine sebep olan faktörler arasında sınıf ortamı, ders kitabı, öğretmen, öğrenci ve konu yer almaktadır. Bununla beraber öğretmen adaylarının bu sorunları gidermede önerdikleri çözümler içerisinde de sınıf ortamı, ders kitabı, öğretmen ve öğretim sürecine ilişkin değişkenlerden kaynaklanan sorunların düzeltilmesi ile mümkün olabileceğini belirtmişlerdir.Anahtar kelimeler: Protein sentezi, biyoloji öğretmen adayları, öğrenme güçlüğü, çözümler.

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Maximizing Learning: Using Role Playing in the Classroom

Cited by 26 publications

References 2 publications

Applied Theatre Facilitates Dialogue about Career Challenges for Scientists

Applied Theatre Facilitates Dialogue about Career Challenges for Scientists

Three Methods of Online Learning in Studying Law for Students’ Critical Thinking: Which One is More Effective?

Öğretmen Adaylarının Protein Sentezine Yönelik Algıları: Öğrenme Güçlüğüne Karşı Önerilen Çözümler

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