Drama as Physical Role-Play: Actions and Outcomes for Life Science Lessons in South Africa

Autor/inn/en	Braund, Martin; Ahmed, Zaiboenisha
Titel	Drama as Physical Role-Play: Actions and Outcomes for Life Science Lessons in South Africa
Quelle	In: Journal of Biological Education, 53 (2019) 4, S.412-421 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2018.1490799
Schlagwörter	Biology; Science Instruction; Role Playing; Teaching Methods; Concept Formation; Student Teachers; Pedagogical Content Knowledge; Learning Activities; Volunteers; Foreign Countries; Urban Universities; Teacher Student Relationship; Vignettes; Preservice Teacher Education; Drama; Pretests Posttests; Lesson Plans; Video Technology; Outcomes of Education; South Africa + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Rollenspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pädagogische Kompetenz; Lernaktivität; Freiwilliger; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Schauspiel; Lesson planning; Unterrichtsplanung; Lernleistung; Schulerfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Two volunteer BEd student teachers in their fourth year of a BEd degree at a metropolitan university in the Western Cape of South Africa designed and taught lessons to two classes of the same age and ability in grade 7 (ages 12-13), using drama role-plays (intervention) and more conventional non-drama methods (control). Lessons were observed and video-audio recorded to identify episodes critical to successful learning. Learners (pupils) in both sets of classes were tested in associated content using tests designed by the student teachers. In both cases test outcomes were in favour of drama lessons (F = 0.56 and 0.55) but were not necessarily linked to the number of positive teaching episodes. Lack of interaction between student teachers and their learners, insufficient structure to the role-plays or a tendency to over-contextualise scenarios did not seem to have hindered conceptual understanding. Findings suggest a more nuanced and progressive programme of training in using drama for teaching science would be beneficial and that subject knowledge for planning activities must be particularly sound. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01