Chronicling Innovative Learning in Primary Classrooms: Conceptualizing a Theatrical Pedagogy to Successfully Engage Young Children Learning Science

Autor/in	McGregor, Debra
Titel	Chronicling Innovative Learning in Primary Classrooms: Conceptualizing a Theatrical Pedagogy to Successfully Engage Young Children Learning Science
Quelle	In: Pedagogies: An International Journal, 9 (2014) 3, S.216-232 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2014.899544
Schlagwörter	Foreign Countries; Teaching Methods; Elementary School Teachers; Science Instruction; Drama; Creative Teaching; Journal Writing; Interviews; Observation; Statistical Analysis; Qualitative Research; Questionnaires; Video Technology; Audio Equipment; Pretests Posttests; Teacher Attitudes; Instructional Effectiveness; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schauspiel; Creative thinking; Teaching; Kreatives Denken; Unterricht; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Beobachtung; Statistische Analyse; Qualitative Forschung; Fragebogen; Audio-CD; Lehrerverhalten; Unterrichtserfolg; Großbritannien
Abstract	This article reports on an innovative pedagogical approach devised to re-envigorate primary (elementary) teachers' practice in the United Kingdom for older children. Learning science in elementary schools for 8-11 year olds (Key Stage 2 in England) has been constrained for several decades while teachers prepared them for national tests. The recent demise of these high stakes assessments (for the 11 year olds) has opened up creative space to enable re-development of the ways that science is taught and learnt. This article describes how an innovative approach to teaching science to more mature primary children can be developed through the application of theatrical techniques. Dramatizing science can offer a more lively, none traditional way to learn, that can appeal to and involve all children in a science classroom. In this study, 17 teachers from 12 Staffordshire schools experimented with these new pedagogical approaches to explore how they might enhance their practice and augment their children's learning. Reflective journal extracts, field notes, informal discussions, interviews and classroom observations indicated how successfully the thespian techniques were applied. Findings indicate that dramatizing science learning through various means that encourage social interaction, improvisation and reflection on historical narratives appears to not only engage and motivate learners but also aid them in grasping more challenging conceptual and procedural ideas. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01