Examining the Use of Drama to Develop Epistemological Understanding about the Nature of Science: A Collective Case from Experience in New Zealand and England

Autor/inn/en	McGregor, D.; Baskerville, D.; Anderson, D.; Duggan, A.
Titel	Examining the Use of Drama to Develop Epistemological Understanding about the Nature of Science: A Collective Case from Experience in New Zealand and England
Quelle	In: International Journal of Science Education, Part B: Communication and Public Engagement, 9 (2019) 2, S.171-194 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGregor, D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-8455
DOI	10.1080/21548455.2019.1585994
Schlagwörter	Scientific Principles; Active Learning; Inquiry; Foreign Countries; Drama; Epistemology; Intervention; Science Instruction; Elementary School Science; Young Children; Elementary School Students; Scientists; New Zealand; United Kingdom (England) + Suchen Sie Ihr Suchwort? Aktives Lernen; Ausland; Schauspiel; Erkenntnistheorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Frühe Kindheit; Scientist; Wissenschaftler; Neuseeland
Abstract	Understanding the nature of science (NoS) is perplexing for young children because it is concerned with not only understanding how evidence is generated but also what kind of meanings can be made from information collected. However, acting as a scientist-in-role, making independent decisions about what information to collect and deciding how to go about it, can enable students to experience scientific practices that empower them to better appreciate and understand the NoS. This paper illustrates how drama processes, in two international settings in Wellington, New Zealand and Oxford, United Kingdom encouraged nine to ten-year-old children to engage in the scientific 'as-if' world. The data collected from these two locations was analysed deductively to illustrate how working-in-role can influence the nature of learning and shape the scientific practices experienced that consequently inform how the NoS is understood. The children in Wellington (New Zealand) worked in-role as atmospheric scientists to design a reduced-emissions race track. The class in Oxford (UK) adopted the role of technological scientists theorising about properties of materials to create and test original carriers designed to transport a range of everyday objects. How drama promoted working-in-role to experience scientific practices supporting the understanding of the NoS, are discussed. The findings suggest that being in-role as a scientist offered learners various opportunities to be agentive, to think and act scientifically, better appreciate the nature of work that scientists do and consequently appreciate the NoS. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01