Expanding Students' Perceptions of Scientists through the Dramatic Technique of Role on the Wall

Autor/in	Swanson, Carolyn
Titel	Expanding Students' Perceptions of Scientists through the Dramatic Technique of Role on the Wall
Quelle	In: Teachers and Curriculum, 16 (2016) 1, S.89-95 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0349
Schlagwörter	Middle School Students; Student Attitudes; Scientific Attitudes; Scientists; Scientific Principles; Teaching Methods; Science Instruction; Cognitive Tests; Freehand Drawing; Projective Measures; Role Perception; Science Education; Secondary School Science; Action Research; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Scientist; Wissenschaftler; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kognitiver Fähigkeitstest; Drawing; Zeichnen; Projective test; Projektiver Test; Role conception; Rollenverständnis; Naturwissenschaftliche Bildung; Projektforschung; Ausland; Neuseeland
Abstract	This paper highlights the use of a drama convention--"Role on the Wall"--to teach the Nature of Science (NOS) in a Year 7/8 classroom. Students were positioned as "expert" scientists re-investigating the science behind the sinking of the Wahine in a Mantle of the Expert unit. Students drew a "Role on the Wall" of a scientist. The inner body portion outlined characteristics they thought scientists have and in the outer portion they listed the tasks scientists do. This approach can support the teaching of NOS, as it provides opportunities for students to collaboratively construct understandings about scientists and their activities. Differences were noted between the visual language and the oral language used to describe scientists. Shifts in student understanding about scientists were also examined in relation to student comment from classroom discussion and student interviews. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01