NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ993376
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-0950-0693
Dramatising Science Learning: Findings from a Pilot Study to Re-Invigorate Elementary Science Pedagogy for Five- to Seven-Year Olds
McGregor, Debra
International Journal of Science Education, v34 n8 p1145-1165 2012
This article reports on a pilot intervention that helped teachers of five- to seven-year-old pupils (re)develop their practice to teach science in a more active and participatory way. Science is sometimes perceived as elitist, accessible to only the most able. Drama, however, offers a more lively, none traditional way to learn, that can appeal to, and involve all children in a science classroom. Dramatising science learning appears not only to promote engaging learning activity, but also to support children to conceptually grasp challenging ideas. In this study, 20 teachers from 10 Staffordshire schools experimented with new pedagogical approaches to enhance their practice. Reflective journal extracts, interviews and classroom observations indicated how the drama was enacted and augmented teachers' scientific understanding. A survey and several focus group discussions were carried out to explore how over 200 children (that responded) felt about learning through drama. There were many success stories, but some aspects of the approach required more development than others. (Contains 1 table and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom