The aim of this article is to examine how drama and theatre activities may enhance learning in science education, by creating a learning situation that is significant in the lives of students. The author offers a structured survey of different science and drama projects, together with theoretical reflections on the use of drama in science classrooms. Some of the projects reported on are not written papers, but self-experienced activities, internet-resources, or informal written pieces. This type of material was chosen in order to show as broad a spectrum of ideas and practices as possible. (Contains 3 figures, 1 textbox, and 1 note.)