Learning Science Through Drama: Exploring international perspectives

Foreword
Preface
Acknowledgements
Contents
Chapter 1: Introduction: Examining Contrasting Ways That Drama Approaches Can Be Applied to Support Learning Science
	References
Part I: Reviewing What We Already Know about the Ways that Drama, Performing Arts and Theatrical Approaches Contribute to Learning Science
	Chapter 2: Re-thinking Theorising About the Use of Drama, Theatre and Performance in Learning Science
		2.1 Introducing Views About Drama and Performance
		2.2 Developing Ideas About Drama and Theatre
		2.3 Thinking More Specifically About Drama, Theatre and Performance and Science Education
		2.4 Purposeful Categories: Appreciating, Performing and Making
		2.5 Relating Appreciating, Performing and Making with ‘Learning from…’; ‘Learning Through…’ and ‘Learning in…’
			2.5.1 Learning from Drama (Appreciating)
			2.5.2 Learning in Drama (Performing)
			2.5.3 Learning Through Drama (Making or Constructing)
			2.5.4 LStD in Everyday Classrooms
		2.6 Discussion: Reflecting on Implications of Theatre and Performance for LStD
		2.7 Conclusion
		References
	Chapter 3: Towards a Theorisation for Physicalized Drama to Learn Science
		3.1 Introduction
		3.2 Theoretical Frameworks in Studies of Drama and Science
		3.3 Theorising Science Drama
			3.3.1 Drawing on Constructivism
			3.3.2 Drawing on Expectancy Value Theory
		3.4 An Agenda for Research
		3.5 Conclusion
		References
	Chapter 4: Epistemic Contrasts of Different Drama Conventions: A Content Analysis of the Range of Affordances Variations of Role Play Offer for Learning Science
		4.1 Introduction
		4.2 Elements that Shape Drama Activity
			4.2.1 Context
			4.2.2 From Fictional Context to Dramatic Context
			4.2.3 From Focus to Framing the Learning
			4.2.4 Purpose and Task
			4.2.5 Roles and Relationships
			4.2.6 Tension
			4.2.7 Audience
			4.2.8 Time
			4.2.9 Language and Movement
			4.2.10 Location
			4.2.11 Mood, Symbol and Meaning
			4.2.12 Affordances and Constraints
			4.2.13 Considering Different Elements That Comprise Drama Events in Existing Studies Through a Content Analysis
			4.2.14 Role-Plays for the Purpose of Understanding Science Concepts
			4.2.15 Role-Plays for the Purpose of Learning About the Processes and NoS
			4.2.16 Role-Plays for the Purpose of Engaging with Socio-Scientific Issues (SSIs)
		4.3 Discussion
		4.4 Conclusion
		References
	Chapter 5: Using Drama in Science Education and for Sustainability Issues
		5.1 Introduction
		5.2 Dramatic Activities and Drama as a Learning Process
		5.3 Structuring Drama Activities in Science
		5.4 Intentions of Drama Activities in Science
		5.5 Science Knowledge, Socio-scientific Issues and Drama
		5.6 Drama and Sustainability
		5.7 Increasing Sustainability Competencies and Environmental Citizenship with Drama
		5.8 Conclusion
		References
Part II: Providing Rich Case Studies of Projects that Describe How Drama has been Applied in Many Different Contexts, Countries and Across a Wide Variety of Scientific Disciplines to Promote Learning
	Chapter 6: Crossing Borders. Studies with Student Teachers Using Physical Role-plays in South Africa
		6.1 Introduction
		6.2 Theoretical Framework: Border Crossings
		6.3 Study Methods
		6.4 Findings
		6.5 Discussion
			6.5.1 Crossing Borders
			6.5.2 Drama as Analogous Learning
			6.5.3 Where to Place Drama in a Learning Sequence
			6.5.4 Avoiding the ‘Fish Bowl’ Effect
		6.6 Conclusion
		References
	Chapter 7: Integrating Science and Drama to Support Learning About the Nature of Science in New Zealand Primary Classrooms
		7.1 Introduction
		7.2 Learning About the NoS Through Drama
		7.3 Sociocultural Framing
		7.4 The Drama Science Process
		7.5 Scaffolding Students’ Understanding of NoS Using Key Aspects of Drama
			7.5.1 Mime-Freeze and Hot-Seating: The Importance of Side-Coaching
			7.5.2 Teachers In-Role: Modelling Scientific Practices
			7.5.3 Conscience Alley: Using Evidence in Decision Making
		7.6 Conclusion
		References
	Chapter 8: Scripting, Performing and Reflecting: Adopting Drama to Engage Secondary Students with National Environmental Concerns
		8.1 Drama for Embracing Social and Ethical Issues in Science
		8.2 Drama as Inquiry-Based Education
		8.3 Scripting, Performing and Reviewing – A Case Study
		8.4 Results
			8.4.1 Developing the Scripts
			8.4.2 Writing the Scripts: Gathering Information or Preparing a Performance?
			8.4.3 Enacting the Scripts Concerned with Environmental Issues…
			8.4.4 …in the Science Classroom
		8.5 Final Act
		References
	Chapter 9: Embodied Learning: A Case Study of Tableau and Writing in Role to Represent Main Ideas About the Solar System
		9.1 Study Context
		9.2 Embodied Learning
		9.3 Classroom Case Study
			9.3.1 Method
			9.3.2 Data Collection
			9.3.3 Audio Recordings
			9.3.4 Photographs of Final Tableau Presentations
			9.3.5 WriR Compositions
			9.3.6 Student Responses
			9.3.7 Data Analysis Process
			9.3.8 Audio Recordings
			9.3.9 Photographs of Final Tableau Presentations
				9.3.9.1 Role
				9.3.9.2 Gesture
			9.3.10 WriR Compositions
			9.3.11 Student Responses
		9.4 Results
			9.4.1 Audio Recordings
			9.4.2 Photographs of Final Tableau Presentations
			9.4.3 WriR Compositions
			9.4.4 Student Responses
		9.5 Findings: So What Did the Tableau Do?
		References
	Chapter 10: Drama for Teaching Controversial Issues in Science
		10.1 The Context of the Project
		10.2 An Interdisciplinary Collaboration
		10.3 Contemporary Science Practice in Schools
		10.4 Drama, Science and Ethical Understanding
		10.5 Research Design and Methodology
			10.5.1 The Nested Research Projects
			10.5.2 Self-Study Methodologies
			10.5.3 Research Method – Data Collection and Analysis
		10.6 The Stem Cell Inquiry – Exploring a Drama Approach
		10.7 Stage 1: Introduction to the Topic and Warming Up for the Drama Work
			10.7.1 The Stem Cell Graffiti Task
			10.7.2 Ten-Second Constructions
		10.8 Stage 2: Drama for Identifying and Understanding the Topic and Issue
			10.8.1 Stem Cell Headlines
			10.8.2 Stem Cell Anecdata and Advertisement
		10.9 Stage 3: Deepening Understanding of the Human Experience in the Issue
			10.9.1 Role Duologues
			10.9.2 Thought Tunnel
		10.10 Stage 4: Exploring Complexity of the Issue in a Whole Class Role Play
			10.10.1 Whole Class Role Play
		10.11 Stage 5: Reflecting on the Learning
		10.12 Conclusion
		References
	Chapter 11: Reflecting on Performance and the Audience: Lessons from Practice
		11.1 Introduction
		11.2 The Theoretical Framework of Embodied Learning
		11.3 The Role of Drama in Learning Science Processes
		11.4 Embodied Learning and Drama: Towards an Interdisciplinary Pedagogical Theory for Teaching Science
		11.5 The Experimental School of the University of Thessaloniki: A Case Study of Introducing Drama in Science Education
		11.6 The Scenario – The Big Idea
		11.7 Research Methodology
			11.7.1 Method/Process
			11.7.2 Design of Methodological Research Tools
			11.7.3 Data Analysis
		11.8 Results
			11.8.1 Limitations
		11.9 Conclusion
		References
Part III: Illustrating How a Multitude of Research Approaches, Utilising Different Data Collection Methods, Contribute to the Complexity of Evidential Impact of this Kind of Innovative Pedagogy
	Chapter 12: Analysing and Applying Different Theoretical Frameworks to Make Sense of Dialogue in Science Lessons Using Drama
		12.1 Introduction
		12.2 Methodological Approach
			12.2.1 Case A: Performing In-Role – The Mary Anning Story
			12.2.2 Case B: Hot Seating (HS) – Questioning a Teacher-in-Role (TiR) as Marianne North
			12.2.3 Case C: Role Play – Enacting Galileo’s Inquisition
			12.2.4 Case D: Role Play – Solving a Problem, Like Mattie Knight
		12.3 Analysis: Examining the Excerpts
			12.3.1 Case A: Performing In-Role – The Mary Anning Story
			12.3.2 Case B: Hot Seating (HS) – Questioning a TiR as Marianne North
			12.3.3 Case C: Role Play – Enacting Galileo’s Inquisition
			12.3.4 Case D: Role Play – Solving a Problem Like Mattie Knight
		12.4 Discussion
		12.5 Conclusion
		References
	Chapter 13: Using Drama Conventions as Data Collection Tools
		13.1 Design Based Research
		13.2 Identifying Students’ Perceptions of the NoS
		13.3 Using Drama Conventions as Data Collection Tools
		13.4 RotW: Students’ Perceptions of Scientists and Their Work
			13.4.1 Recording Ideas
			13.4.2 Question Prompts
			13.4.3 Timing
		13.5 WriR: Insights Into Students’ In-Role Work as Scientists
		13.6 CA: Exploring Students’ Scientific Argumentation
		13.7 Discussion
		References
	Chapter 14: Researching the Value of Using Multiple Dramatic Conventions: A Case Study Approach
		14.1 Introduction
		14.2 Methods and Methodology
		14.3 Results and Discussion
		14.4 How the MotE Structure Supported Science Learning
		14.5 How the Use of Varied Drama Conventions Supported Science Learning
		14.6 Contribution and Limitations
		Appendix
		References
	Chapter 15: Impactful Drama: Using Mixed Methods Approaches for the Evaluation of Drama in Science
		15.1 What Is a Mixed Methods Research Design?
		15.2 Why Use Mixed Methods to Evaluate Drama in Science Education?
		15.3 Mixed Methods Designs in Drama and Science Research
			15.3.1 Convergent Mixed Methods Designs
			15.3.2 Sequential Mixed Methods Designs
			15.3.3 Weakness of Mixed Methods Designs
		15.4 In-Depth Case Study: Mixed Methods in Two ‘Teacher in Role’ Drama Workshops
			15.4.1 Research Instruments
			15.4.2 Benefits of the Mixed Methods Approach
		15.5 Conclusion
		References
	Chapter 16: ‘Act-Like-A-Scientist-Test’: What Does a Deductive Content Analysis Show?
		16.1 Introduction
		16.2 Theoretical Background
			16.2.1 Scientific Literacy
			16.2.2 Formative Assessment
			16.2.3 NoS Assessment
			16.2.4 Drama and NoS
		16.3 Methodology
			16.3.1 The Case
			16.3.2 ALAST
			16.3.3 Data
			16.3.4 Content Analysis
		16.4 Results
			16.4.1 NoS Expressed in the Drama Activity
		16.5 The Opportunities for Formative Assessment of NoS in Drama Activities
			16.5.1 Opportunity 1: More Diverse Information about NoS
			16.5.2 Opportunity 2: Empathic Understanding of Emotions
			16.5.3 Opportunity 3: Effortless Setup
			16.5.4 Opportunity 4: Peer Assessment
			16.5.5 Opportunity 5: Deconstruction of Stereotypes
			16.5.6 Challenge 1: Over-Emphasis on Science as Action
			16.5.7 Challenge 2: Difficulties in Interpreting Polysemous Meanings
			16.5.8 Challenge 3: Formative Assessment of Individual in Collaborative Tasks
		16.6 Conclusions
		16.7 Implications
		References
Part IV: Plenary: Concluding Reflections Considering the Focus, Findings and Future Implications of the Studies
Presented in this Book
	Chapter 17: Reflective Discussion on Teaching and Learning Science with Drama: Emerging Themes
		17.1 Introduction
		17.2 RQ 1: What Characterises the Current Use of Drama, Performing Arts, and Theatrical Approaches, Across at Least Six Different Countries, to Teach Science?
			17.2.1 Characterising the International Use of Drama to Teach Science
			17.2.2 Theories of Learning
		17.3 RQ 2. What Do the International Case-Studies Suggest About the Extent of, and Usefulness of, Drama to Teach and Learn Science?
			17.3.1 The Nature of Drama and Science
			17.3.2 Mantle of the Expert
			17.3.3 The ‘What If’ and the ‘What Is’: Bringing the Real and Imagined Worlds Together to Support Learning
			17.3.4 Performance for Learning
			17.3.5 Teaching and Learning Through Drama Demands Skilled Teaching
			17.3.6 Areas That Could Be Further Developed in Science Education Practice and Research: The Commission Approach
		17.4 RQ 3. What Kinds of Research Approaches and Tools Can Be Applied to Assess the Impact (both Implicit and Explicit) of Drama Pedagogies?
		17.5 RQ 4. What Does a Synthesis of the Research Evidence Suggest About the Benefits and Challenges We Should Pay Attention to in Future?
		17.6 Conclusion
		References
	Chapter 18: Conclusion: A Synthesis for Now and Possibilities for the Future
		18.1 Characterising the Current Use of Drama, Performing Arts and Theatrical Approaches, Across the International Contexts in This Book
		18.2 The Usefulness of Drama to Teach and Learn About Science
		18.3 Thinking Further About Researching the Impact of Drama Used in Science Education
		18.4 Qualitative Data
		18.5 Quantitative Data
		18.6 Mixing Methods: Collecting Qualitative and Quantitative Data
		18.7 Reflecting on the Research Evidence to Suggest What We Should Pay Attention to in Future
			18.7.1 The Potential Impact of Different Drama Pedagogies Across Age Groups
			18.7.2 How Far [Contextually and Age-Wise] Can MotE Be Adopted and Adapted?
			18.7.3 To What Extent Does Drama Pedagogy Offer More Inclusive Learning Opportunities
			18.7.4 Exploring Alternate Research Methodologies and Methods That Best Assess the Impact of Dramatising Science Learning
			18.7.5 Consideration of Longitudinal Studies that Narrate Learners’ Experiences to Connect and Relate How Dramatisation in Learning Might Inspire Students to Consider a Scientific Career?
			18.7.6 Teacher Professional Development: Exploring Ways to Effectively Support Development of High Quality Use of Drama for Learning Science?
			18.7.7 Theorising Learning Science Through Drama: Is It Possible?
		18.8 Conclusion
		References
Index