Performing the Future: On the Use of Drama in Philosophy Courses for Science Students

Autor/inn/en	Toonders, Winnie; Verhoeff, Roald P.; Zwart, Hub
Titel	Performing the Future: On the Use of Drama in Philosophy Courses for Science Students
Quelle	In: Science & Education, 25 (2016) 7-8, S.869-895 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zwart, Hub)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-016-9853-3
Schlagwörter	Drama; Questionnaires; Qualitative Research; Philosophy; Science Education; Case Studies; Educational Research; Teaching Methods; Instructional Effectiveness; Student Role; Student Attitudes; Video Technology; Authors; Futures (of Society); Ethics; Moral Values; Audience Awareness; Statistical Analysis; Graduate Students; Foreign Countries; Semi Structured Interviews; Likert Scales; Netherlands + Suchen Sie Ihr Suchwort? Schauspiel; Fragebogen; Qualitative Forschung; Philosophie; Naturwissenschaftliche Bildung; Case study; Fallstudie; Case Study; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schülerverhalten; Author; Autor; Autorin; Future; Society; Zukunft; Ethik; Moral value; Ethischer Wert; Statistische Analyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Likert-Skala; Niederlande
Abstract	Drama is a relatively unexplored tool in academic science education. This paper addresses in what way the use of drama may allow science students to deepen their understanding of recent developments in the emerging and controversial field of neuro-enhancement, by means of a case study approach. First, we emphasise the congruency between drama and science, notably the dramatic dimension of experimental research. Subsequently, we draw on educational literature to elaborate the potential of using drama as a teaching modality, specifically focusing on the ethical and moral dimensions of future techno-scientific innovations. Our case study consisted of a drama experiment as a module in a philosophy course on human enhancement. Twenty-two students from various science disciplines performed multiple roles, as authors, actors, audience and reviewers. Qualitative data were collected on the educational process and student performance during the course, i.e. observations and video recordings of class discussions, group work and plays, interviews and questionnaires. Our drama experiment proved to be effective in enabling students to explore and relate to a future life world affected by enhancement technologies. It allowed them to deepen their awareness of social and ethical implications of neuro-technologies and of the different viewpoints people may have on this issue in academic, professional or everyday settings. Moreover, drama allowed them to develop a reflexive position of their own in the neuro-enhancement debate by enacting a moral dilemma in front of an audience. Our results confirm the potential of drama as a tool for exploring techno-scientific futures in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01