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ERIC Number: EJ1116036
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1913-9020
EISSN: N/A
Drama-Based Science Teaching and Its Effect on Students' Understanding of Scientific Concepts and Their Attitudes towards Science Learning
Abed, Osama H.
International Education Studies, v9 n10 p163-173 2016
This study investigated the effect of drama-based science teaching on students' understanding of scientific concepts and their attitudes towards science learning. The study also aimed to examine if there is an interaction between students' achievement level in science and drama-based instruction. The sample consisted of (87) of 7th grade students from a public male school in Amman-Jordan; (46) in the experimental group and (41) in the control group. A pre-post Scientific Concepts Test (SCT) and Attitudes towards Science Learning Scale (ATSLS) were administered. The results indicate that there were statistically significant differences between the study groups in favour of students in the experimental group on both study variables, with no interaction between the teaching method and the students' achievement level in science. The study recommends employing drama in teaching science.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jordan
Grant or Contract Numbers: N/A