Using Theater and Drama to Expose and Expand the Epistemic Insights of Youth Regarding the Nature of Science

Autor/inn/en	Carol-Ann Burke, Lydia E.; Wessels, Anne; McAvella, Alison
Titel	Using Theater and Drama to Expose and Expand the Epistemic Insights of Youth Regarding the Nature of Science
Quelle	In: Research in Science Education, 48 (2018) 6, S.1151-1169 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9782-z
Schlagwörter	Scientific Principles; Theater Arts; Drama; Science Instruction; Epistemology; Secondary School Students; Private Schools; After School Education; Student Attitudes; Art Activities; Secondary School Science + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Schauspiel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erkenntnistheorie; Sekundarschüler; Private school; Privatschule; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Schülerverhalten; Künstlerische Tätigkeit
Abstract	Students learn about science in a range of life contexts. Unfortunately, science classrooms are often disconnected from the ways of knowing about science that are embedded in, and embodied by, the life experiences of students. Drama has been identified as a potential means by which deeper understandings of the nature of science can be derived and nurtured but research on how this might be achieved is sparse. This study uses drama methodology to explore epistemologies of science with two groups of secondary school students from very different social contexts: one from a private university preparatory school and another from an after-school community group in a low-income neighborhood. We use a combination of traditional instruments and contemporary methodologies to elucidate students' perspectives on the nature of science. Despite the similarity in perspectives revealed by the two groups when using the more traditional nature of science testing format, we have shown how drama activities can uncover very different ways in which the two cohorts mobilize their understandings about science. We propose ways in which these methodologies may be employed by teachers to explore and expand the epistemic insights that students bring to the science classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01