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ERIC Number: EJ1147891
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1029-8457
Crossing the Border: Science Student Teachers Using Role-Play in Grade 7
Braund, Martin; Moodley, Trevor; Ekron, Christelle; Ahmed, Zaiboenisha
African Journal of Research in Mathematics, Science and Technology Education, v19 n2 p107-117 2015
Drama is used to build knowledge and understanding in science as part of a socio-linguistic, constructivist approach. Role-plays, where learners act as analogues for components and processes, help access abstract ideas. However, a problem restricting many science teachers using these approaches has been that they lack sufficient pedagogical knowledge of drama. Our question was, therefore, to what extent do student teachers who are science majors make the necessary "pedagogical border crossings" from drama into their personal pedagogies for science? We observed and recorded the lessons of six volunteers who taught science using drama in grade 7. Our analysis of lesson features that are critical for successful outcomes, based on an adapted version of Tripp's critical incident method, and student teacher interviews show that role-plays can be powerful border-crossing objects between science and the arts. Findings show that some development is needed to link learners' actions to concepts and provide more suitable analogues and sufficient learner autonomy. We see drama as an important tool in science teaching and suggest conditions necessary for the initial training of science teachers that could make them better users of drama as role-play to teach science.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; 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: South Africa
Grant or Contract Numbers: N/A