Science learning and drama processes

Butler, James E.

doi:10.1002/sce.3730730505

Cited by 12 publications

(9 citation statements)

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“…In conclusion, we observed a flow of transductions and transformations in the classroom that continually prompted each other and stimulated students to explore abstract non-spontaneous conceptsnot prompted by the teacher. This is in line with Butler (1989) and Dorion (2009) who emphasize that one major benefit of using drama in science classrooms is that it allows students to openly learn from and with each other. Creative drama may provide students greater freedom in their semiotic work by providing a more open learning ecology (Cobb, Confrey, DiSessa, Lehrer & Schauble;.…”

Section: Discussionsupporting

confidence: 82%

Creative drama in chemistry education: a social semiotic approach

Danckwardt-Lillieström

Andrée

Enghag

2018

NorDiNa

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University. She is also active as a teacher of chemistry and biology at upper secondary school.Maria Andrée is docent and senior lecturer at the Department of Mathematics and Science Education at Stockholm University. Her research focuses on science teaching and conditions for student participation and learning, particularly in relation to questions of science curricula and scientific literacy. The research draws on methodologies of design-based and ethnographic research as well as policy discourse analyses.Margareta Enghag is senior lecturer at the Department of Mathematics and Science Education at Stockholm University.Her research relates to the design of education and of student interactions about scientific content that is close to the subject discourse and concern social issues. Abstract Drama is a way of teaching that has been suggested to support learning, but studies in science education are limited and the potential of using drama needs further scrutiny and design development. In this study, we investigate how creative drama may afford students' meaning-making of abstract non-spontaneous chemical concepts related to chemical bonding, by exploring what kind of semiotic work students are engaged in when given the opportunity to use their own bodies as semiotic resources. We combine sociocultural theory of learning with multimodal social semiotic analysis. Our results show how creative drama opens up for different types of transductions and transformations that have consequences for students' meaning-making. A conclusion is that the creative drama activities may afford student exploration of intermolecular forces in new ways in particular when students use bodily mode in combination with other semiotic resources.

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Section: Discussionsupporting

confidence: 82%

Creative drama in chemistry education: a social semiotic approach

Danckwardt-Lillieström

Andrée

Enghag

2018

NorDiNa

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“…Τν εθπαηδεπηηθό δξάκα έρεη ρξεζηκνπνηεζεί ζηε δηδαζθαιία ησλ θπζηθώλ επηζηεκώλ σο δηδαθηηθή ζηξαηεγηθή εδώ θαη αξθεηά ρξόληα (Ponting, 1978, Butler, 1989, Solomon 1989, Christofli & Davies, 1991, Odegaard, 2003. Υπνζηεξίδεηαη όηη νη λέεο ηδέεο ζηηο θπζηθέο επηζηήκεο γίλνληαη πην πξνζηηέο κέζα από δξαζηεξηόηεηεο ηνπ εθπαηδεπηηθνύ δξάκαηνο (Stinner & Teichmann, 2003 Γηδαζθαιία θαη κάζεζε ζηηο θπζηθέο επηζηήκεο κέζσ εθπαηδεπηηθνύ δξάκαηνο πνπ ζρεηίδεηαη κε ηελ ηζηνξία ησλ θπζηθώλ επηζηεκώλ Δξεπλεηέο θαη εθπαηδεπηηθνί αλαδεηνύλ ηξόπνπο θαη ζηξαηεγηθέο πνπ έρνπλ λόεκα γηα ηνπο καζεηέο πξνθεηκέλνπ λα βειηηώζνπλ ηελ πνηόηεηα ηεο δηδαζθαιίαο ησλ θπζηθώλ επηζηεκώλ κε ηε ρξήζε θαη ηελ αμηνπνίεζεο ηεο ηζηνξίαο ηεο επηζηήκεο.…”

Section: τν εθπαηδεπηηθό δξάκα ζηε δηδαθηηθή ησλ θπζηθώλ επηζηεκώλunclassified

Fifth grade pupils perform Brecht’s play “The life of Galileo”. Learning Science and Nature of Science through Drama

Πήλιουρας¹,

Ιωακειμίδου²,

Σέρογλου³

2016

ICODL

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The paper refers to a project in which fifth grade pupils participated in activities relative to the history of astronomy and also studied, and performed Brecht"s play "The life of Galileo". Drama has been used in science education as a teaching strategy for long years. The main question in this paper is how can drama in science education that leads to a school play enhance 11 year old pupils understanding on science and nature of science? The research method was mainly based on the use of qualitative tools. The involvement of pupils in drama activities relative with the history of science showed in practice that it can be an effective learning process. Pupils, involved in the whole drama project, gradually developed new skills, while discussed about important aspects of the nature of science, such as modeling, the nature and limits of observation, the effects of the sociocultural context in the formulation of a scientific theory, the way that science and religion have come either to a conflict or to an understanding through time. ΠεξίιεςεΗ έξεπλα αλαθέξεηαη ζ" έλα εθπαηδεπηηθό ζελάξην ζην νπνίν καζεηέο ηεο Δ΄ δεκνηηθνύ ζπκκεηείραλ ζε δξαζηεξηόηεηεο ζρεηηθέο κε ηελ ηζηνξία ηεο αζηξνλνκίαο δνπιεύνληαο θαη παξνπζηάδνληαο ην ζεαηξηθό έξγν ηνπ Brecht «Η δσή ηνπ Γαιηιαίνπ». Τν εθπαηδεπηηθό δξάκα ρξεζηκνπνηείηαη ζηε δηδαζθαιία ησλ θπζηθώλ επηζηεκώλ σο δηδαθηηθή ηερληθή εδώ θαη ρξόληα. Σηελ πεξίπησζή καο, κέζα από ην εθπαηδεπηηθό δξάκα νδεγεζήθακε ζηελ παξνπζίαζε ελόο έξγνπ ηνπ Brecht, ην νπνίν είλαη εκπλεπζκέλν από ηελ ηζηνξία ησλ θπζηθώλ επηζηεκώλ, πξνθεηκέλνπ λα ππεξεηήζνπκε ζηόρνπο ην καζήκαηνο ησλ θπζηθώλ επηζηεκώλ. Τν βαζηθό εξώηεκα ζ" απηή ηελ έξεπλα είλαη πώο κπνξεί ην εθπαηδεπηηθό δξάκα ην νπνίν νδεγεί ζε κηα ζρνιηθή παξάζηαζε ζρεηηθά κε ηηο θπζηθέο επηζηήκεο λα βειηηώζεη ηελ θαηαλόεζε 11ρξνλσλ καζεηώλ ζε ζρέζε κε ηηο θπζηθέο επηζηήκεο θαη ηε θύζε ησλ θπζηθώλ επηζηεκώλ. Η έξεπλα βαζίζηεθε θπξίσο ζηε ρξήζε εξγαιείσλ πνηνηηθήο έξεπλαο. Η εκπινθή ησλ καζεηώλ κέζα από ηε ζεαηξηθή θόξκα ζε δξαζηεξηόηεηεο ζρεηηθέο κε ηελ ηζηνξία ησλ Φπζηθώλ Δπηζηεκώλ αλέδεημε ζηελ πξάμε όηη απηή κπνξεί λα απνηειέζεη κηα απνηειεζκαηηθή εθπαηδεπηηθή δηαδηθαζία. Οη εκπιεθόκελνη ζην εθπαηδεπηηθό ζελάξην καζεηέο ζηαδηαθά αλέπηπμαλ λέεο δεμηόηεηεο, θαζώο είραλ ηελ http://epublishing.ekt.gr | e-Publisher: EKT | Downloaded at 10/05/2018 12:30:08 |

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“…The technique of role-playing is used to develop problem-solving skills, promote connectivity to real life situation (thus complementing one of the three central aspect of authentic education specified above), encourage active student participation and motivation, and also tend to be open-ended in the sense of providing creative and relatively unplanned environments to explore the complexity of a given problem (Pettenger and Young, 2008). Thus, role-playing can be seen as a dialogically-oriented technique that promotes key aspects of authenticity-based education not only in humanistic fields of study but also in Math and sciences (Cronin-Jones, 2000;Butler, 1989). These dialogical encounters can then provide an educational context is congenial to creative interplays between the various role-players.…”

Section: Conclusion: Some Implications Of Parts For Educational Pramentioning

confidence: 99%

Reconciling Divisions in the Field of Authentic Education

Sarid¹

2014

Journal of Philosophy of Education

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The aim of this article is twofold: first, to identify and address three central divisions in the field of authentic education that introduce ambiguity and at times inconsistencies within the field of authentic education. These divisions concern a) the relationship between autonomy and authenticity; b) the division between the two basic attitudes towards 'care' in the authenticity literature, and; c) the well-worn division between objective and subjective realms of knowledge and identity construction. Addressing these divisions through Charles Taylor's distinction between active and passive aspects of authenticity, I believe, will lead to a better understanding of the main issues involved in conceptualising and applying authenticity-based education. Second, to present what I call The PostconventionalAuthentic Relation-to-Self (PARTS) as a basis for overcoming and reconciling the above divisions. I shall conclude by providing some examples of the way the perspective envisioned by PARTS can be applied to educational practices.

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Science learning and drama processes

Cited by 12 publications

References 13 publications

Creative drama in chemistry education: a social semiotic approach

Creative drama in chemistry education: a social semiotic approach

Fifth grade pupils perform Brecht’s play “The life of Galileo”. Learning Science and Nature of Science through Drama

Reconciling Divisions in the Field of Authentic Education

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