ERIC Number: EJ1145877
Record Type: Journal
Publication Date: 2017-May
Abstractor: As Provided
Using Drama to Promote Argumentation in Science Education: The Case of "Should've"
Science & Education, v26 n3-4 p345-375 May 2017
The purpose of this study was to use drama as a springboard for promoting argumentation among 91 first-semester undergraduate medical students (56 females and 35 males, 16-30 years old) in Colombia during a complete teaching-learning sequence (TLS) supervised by the same teacher. The drama used was the play "Should've," written by Nobel laureate Roald Hoffmann. The data was derived from students' written responses, audio and video recordings, and written field notes. This investigation provides evidence that an approach combining drama and argumentation could increase students' awareness of the relevance of ethics in science as one of the features of science (FOS). The findings show that the play "Should've" can be useful for promoting students' argumentation and is also appropriate for medical students. Future studies could include other science disciplines (e.g., astronomy, biology, chemistry, earth science, ecology, physics); students of other ages; and other plays and experiments in other parts of the world.
Descriptors: Drama, Science Education, Medical Students, Foreign Countries, Student Reaction, Persuasive Discourse, Teaching Methods, Science Activities, Undergraduate Students, Sequential Learning, Dramatics, Audio Equipment, Video Technology, Field Studies, Notetaking
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Colombia
Grant or Contract Numbers: N/A