Science through drama: a multiple case exploration of the characteristics of drama activities used in secondary science lessons

Abstract: Over twenty years of research into the use of cross curricular drama in secondary Science has indicated that this medium enables learning of affective, cognitive and procedural knowledge. To date, academic research has tended to frame successful drama pedagogy as resulting from a Drama-in-Education approach, incorporating extended role plays and simulations of social events. By contrast, research has rarely focused on the scope and context of drama which is devised and used by 'real people in real situations' (Cohen et al. 2000). Indications from non-academic literature and informal education practice suggest that there is a gap in our knowledge between research and classroom practise. This study focussed on teachers' own drama activities in five Science lessons taught across schools in Cambridge, Kent, and Hertfordshire. Their classes spanned the ages of 12-16 in the subjects of Chemistry, Biology, and Physics. This study explored the drama forms, teaching objectives, and characte

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch
• Notes: Postprint ; begutachtet (peer reviewed) ; In: International Journal of Science Education ; 31 (2009) 16 ; 2247-2270

Classification and Topics

• Classification: Erziehung, Schul- und Bildungswesen

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Mannheim
• (when): 2009
• Creator: Dorion, Kirk Robert

Further information

• DOI: 10.1080/09500690802712699
• URN: urn:nbn:de:0168-ssoar-198089
• Rights: Open Access unbekannt; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 25.03.2025, 1:46 PM CET