Titlebook: Learning Science Through Drama; Exploring internatio Debra McGregor,Dayle Anderson Book 2023 The Editor(s) (if applicable) and The Author(s

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Book 2023secondary and tertiary education contexts. The third section demonstrates how different research methods from questionnaires, particular kinds of tests and even the theatrical conventions themselves can provide rich data that informs how drama impacts on learning science. .

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Introduction: Examining Contrasting Ways That Drama Approaches Can Be Applied to Support Learning Snceptual (Abrahams I, Braund M. Performing science: teaching physics, chemistry and biology through drama. Continuum, London, 2012; Dorion K. Int J Sci Edu 31(16):2247–2270, 2009; McGregor D. Int J Sci Edu 34(8):1145–1165, 2012; ?degaard M. Stud Sci Educ 39(1):75–101, 2003) and procedural nature (Mc

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Re-thinking Theorising About the Use of Drama, Theatre and Performance in Learning Sciencebe more specifically considered. The chapter concludes with a call for more careful articulation of the ways that educators and researchers employ drama, theatre or performance in the teaching and learning of science.

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Towards a Theorisation for Physicalized Drama to Learn Scienced science ideas. This first step of theory development is further developed drawing on EVT. Expectancy Value Theory is used to examine teachers’ subjective task values for science drama and the social cognitive variables brought to science drama tasks by learners. Previous experiences of learning, t

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Epistemic Contrasts of Different Drama Conventions: A Content Analysis of the Range of Affordances Vhrough applying an analytical framework devised from O’Toole’s definition and discussion of the elements that combine to inform a dramatic event or process. These include context of the event; the purpose and tasks involved in the associated activity; the roles and relationships promoted between pee

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Using Drama in Science Education and for Sustainability Issuesctive dimensions. By for instance, using semi-structured role plays, students play out and explore decision-making situations in different roles where they utilize acquired knowledge from a number of disciplines in addition to science and simultaneously in the encounter, together reflect upon and bu

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Integrating Science and Drama to Support Learning About the Nature of Science in New Zealand Primarynd Mime/Freeze. We discuss ways in which exposure to accurate scientific language and practices through these key aspects during the drama process, influenced development of students’ scientific practices and perspectives of the Nature of Science.