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ERIC Number: EJ1256797
Record Type: Journal
Publication Date: 2020
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2154-8455
Communicating Science through Theatre: Middle School Students' Noticings and Articulations of 'Doing' and 'Being' in Science after a Theatre Performance
McKinley-Hicks, Megan
International Journal of Science Education, Part B: Communication and Public Engagement, v10 n2 p96-111 2020
This paper highlights an investigation of how middle school students responded to a theatre performance designed to portray science as a humanistic and relatable endeavour that youth -- similar to the youth in the audience -- engage in during their everyday lives. The play included in this study was generated as a part of a design research project with a collaborative community comprised of artists, scientists, educators, and researchers. The design and implementation of this cross-disciplinary intervention and the research included in this study represent the design team's initial attempts to better understand youths' response to dramatic productions, and specifically which characters' practices youth 'count' as scientific. The design and goals of the project are described, followed by an analysis of focus group interviews with students (N = 65), which were conducted after watching the play. Despite the design team's intentions, findings highlight that the majority of students included in this study recognised a narrow range of practices taking place in the play as scientific, which led to a process of re-examination, complication, and interrogation the findings and design. Guided by Butler's theory of performativity, this paper is used as a reflection space in order to theorise this work in a new direction.
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 7; Grade 8; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A