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ERIC Number: EJ1133876
Record Type: Journal
Publication Date: 2016-Dec
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0926-7220
Dramatizing the Authentic Research of a Local Scientist to Urban Elementary Students through Professional Theater
Burgin, Stephen R.; Alonzo, Jenifer; Hill, Victoria J.
Science & Education, v25 n9-10 p1073-1088 Dec 2016
This article focuses on the impact of a professional play that we developed in order to introduce elementary learners of an urban school to the research of a scientist working at a local university. The play was written in a way that might increase student understandings of the nature of science, scientific inquiry, the identity of scientists, and the work that scientists do. We collected pre- and post-play questionnaire responses and drawings of scientists from third and fourth grade students who attended the play. We also interviewed five of the ten teachers whose students attended the play. Findings indicated that most of these teachers felt strongly that their students had learned about scientific inquiry, the identity of scientists, and the work that scientists do as a result of attending the play. However, less than half of the student questionnaires and drawings of scientists indicated such growth as a result of the play. That being said, numerous students were able to tell us what they learned from the play and many questionnaire responses and drawings indicated such learning. Implications for partnerships between schools and university faculty from various disciplines in order to develop potentially impactful plays that portray authentic scientific research are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A