Meeting Linnaeus: Improving Comprehension of Biological Classification and Attitudes to Plants Using Drama in Primary Science Education

Autor/in	Stagg, Bethan C.
Titel	Meeting Linnaeus: Improving Comprehension of Biological Classification and Attitudes to Plants Using Drama in Primary Science Education
Quelle	In: Research in Science & Technological Education, 38 (2020) 3, S.253-271 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2019.1605347
Schlagwörter	Drama; Science Education; Plants (Botany); Elementary School Students; Foreign Countries; Classification; Teaching Methods; Learning Motivation; Biology; Workshops; Scientists; Inquiry; Student Attitudes; Intervention; Problem Solving; Authentic Learning; Attitude Change; Learning Experience; Outcomes of Education; Sensory Experience; Educational Benefits; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schauspiel; Naturwissenschaftliche Bildung; Pflanze; Ausland; Classification system; Klassifikation; Klassifikationssystem; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Biologie; Lernwerkstatt; Schulung; Scientist; Wissenschaftler; Schülerverhalten; Problemlösen; Attitudinal change; Einstellungsänderung; Lernerfahrung; Lernleistung; Schulerfolg; Sinnerfahrung; Bildungsertrag
Abstract	Background: Children's interest in science is known to decline around the upper primary age, and botanical topics are unpopular with students. Drama in education has the potential to increase motivation and interest in school science. Purpose: The study examined the impact of immersive drama on knowledge about biological classification and attitudes towards plants. The drama workshop, informed by the life of eighteenth century biologist Linnaeus, included inquiry-based learning with living plants. Sample: Four primary schools in Devon, UK were recruited for the study and a total of 108 students (aged 10-11 years) took part. Design and Methods: A mixed methods approach was adopted. Quantitative analysis of pre- and post-intervention knowledge and attitudinal assessment was combined with qualitative analysis of semi-structured interviews which made use of emerging theme analysis with "a priori" categories. Results: Pre- and post-intervention tests indicated increases in knowledge as well as positive attitudes towards plants. Questionnaires and interviews identified elements that were particularly beneficial for learning and enjoyment, namely the sensorial experiences with plants, physical drama games, authentic problem-solving activities and the overall participatory nature of the workshop. Conclusions: The drama workshop produced measurable positive gains in learning and attitudes in school science. The participatory aspects of the drama and the experiences with live plants, contributed to the successful outcomes of the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01