Learning Science through Drama: Exploring International Perspectives. Contributions from Science Education Research. Volume 11

Sonst. Personen	McGregor, Debra (Hrsg.); Anderson, Dayle (Hrsg.)
Titel	Learning Science through Drama: Exploring International Perspectives. Contributions from Science Education Research. Volume 11
Quelle	(2023), (325 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2213-3623
ISBN	978-3-031-17349-3
Schlagwörter	Science Education; Drama; Theater Arts; Teaching Methods; Interdisciplinary Approach; Role Playing; Learning Processes; Inclusion; Scientific Concepts; Concept Formation; Elementary Secondary Education; Higher Education; Performance; Outcomes of Education; Case Studies; Learning Theories; Sustainability; Environmental Education; Foreign Countries; Controversial Issues (Course Content); Astronomy; Data Collection; South Africa; New Zealand + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Schauspiel; Theaterwissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Rollenspiel; Learning process; Lernprozess; Inklusion; Concept learning; Begriffsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Achievement; Leistung; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; Learning theory; Lerntheorie; Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Controversial issues; Kontroverse; Astronomie; Data capture; Datensammlung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Neuseeland
Abstract	This book presents a wide range of international perspectives that explore the different ways the diverse forms of drama supports learning in science. It illustrates how learning science by adopting and adapting theatrical techniques can offer more inclusive ways for students to relate to scientific ideas and concepts. The theatrical processes by which subject matter can be introduced, thought about, discussed, transformed, enacted and disseminated are shown to be endless. The first section of the book considers different ways of theorising and applying drama in classrooms. The second section provides a range of case studies illustrating how role play, performance, embodiment and enquiry approaches can be utilised for learning in primary, secondary and tertiary education contexts. The third section demonstrates how different research methods from questionnaires, particular kinds of tests and even the theatrical conventions themselves can provide rich data that informs how drama impacts on learning science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01