Crossing the Border: Science Student Teachers Using Role-Play in Grade 7

Autor/inn/en	Braund, Martin; Moodley, Trevor; Ekron, Christelle; Ahmed, Zaiboenisha
Titel	Crossing the Border: Science Student Teachers Using Role-Play in Grade 7
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 19 (2015) 2, S.107-117 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2015.1016711
Schlagwörter	Teaching Methods; Science Instruction; Role Playing; Grade 7; Video Technology; Instructional Effectiveness; Foreign Countries; Preservice Teachers; Student Teaching; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Rollenspiel; School year 07; 7. Schuljahr; Schuljahr 07; Unterrichtserfolg; Ausland; Teaching practice; Unterrichtspraxis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Drama is used to build knowledge and understanding in science as part of a socio-linguistic, constructivist approach. Role-plays, where learners act as analogues for components and processes, help access abstract ideas. However, a problem restricting many science teachers using these approaches has been that they lack sufficient pedagogical knowledge of drama. Our question was, therefore, to what extent do student teachers who are science majors make the necessary "pedagogical border crossings" from drama into their personal pedagogies for science? We observed and recorded the lessons of six volunteers who taught science using drama in grade 7. Our analysis of lesson features that are critical for successful outcomes, based on an adapted version of Tripp's critical incident method, and student teacher interviews show that role-plays can be powerful border-crossing objects between science and the arts. Findings show that some development is needed to link learners' actions to concepts and provide more suitable analogues and sufficient learner autonomy. We see drama as an important tool in science teaching and suggest conditions necessary for the initial training of science teachers that could make them better users of drama as role-play to teach science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01