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3. Learning science through drama
Wednesday 23rd August Symposia Session II, 09:00 - 11:00
The incorporation of drama pedagogies has been shown to contribute to a range of science educational outcomes considered key by many curricula internationally. Three major purposes have been identified: firstly, to develop substantive concepts, that is, understanding the knowledge developed by science; secondly, to appreciate the Nature of Science, that is, understanding epistemological aspects of science, recognising ways in which scientific knowledge is generated and accepted; finally, to consider the relationship between science and society. Historically the ways in which drama has been incorporated within science education has tended to emphasize the first of these purposes. However, more recently, a greater range of drama approaches have been adopted that address the second and third purposes. They place the student and/or teacher in-role, providing opportunities to investigate scientifically, examine current and past scientific issues and claims, and to consider scientific and ethical ideas. Papers in this symposium variously investigate the inclusion of drama for each of the purposes described above and draw on a range of drama approaches that form a continuum from explorative and student-initiated, to strongly structured and teacher-directed, in their nature. The range of papers presented offers an opportunity to consider whether particular drama approaches support specific science education purposes. This symposium addresses the question: How can we enhance the quality of student experience and science learning through drama? Discussion will aim to identify, clarify and consider theories and directions in research that could productively and coherently guide future investigations in the area of learning science through drama. 

Chairperson: Dayle M Anderson, Victoria University of Wellington, New Zealand
Discussant: Marianne Ødegaard, Universitetet i Oslo, Norway

S3.2.1.1 Integrating science with drama to learn about the nature of science: Supporting children to be in-role as scientists
Dayle Anderson*, Delia Baskerville
Victoria University of Wellington, New Zealand
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S3.2.1.2 Pedagogy, positioning and purpose
Debra McGregor*, Adrienne Duggan
Oxford Brookes University, UK
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S3.2.1.3 What if...? Drama as a tool for socio scientific inquiry
Roald Verhoeff
Freudenthal Institute for Science and Mathematics Education, Utrecht University, The Netherlands
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S3.2.1.4 Theorising drama for science: Setting an agenda for research
Martin Braund
Cape Peninsula University of Technology, South Africa
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