Male, A. and Magaji, A. (2024) What has drama got to do with science? School Science Review, 105 (391). pp. 27-30.

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Abstract

Drama can promote collaborative working, innovation, creativity and thinking skills among students. This can be encouraged in the science curriculum as an interdisciplinary learning opportunity due to its benefits. However, research shows a lack of pedagogical knowledge in incorporating the strategy into science lessons and this may hinder its adoption. In this article, we share our experience of engaging a group of science trainee teachers in drama lessons. The science trainee teachers initially approached the session with apprehension and self-doubt but having had the opportunity to participate in the activity and gain confidence, they created science lessons using drama pedagogical strategies. Drama can enable students to conceptualise abstract concepts which may be exceptionally difficult to grasp at the same time motivating and cultivating students’ enjoyment of science. Therefore, we would encourage course leaders to embed drama in the science Initial Teacher Training (ITT) curriculum to support trainee teachers.

Item Type:	Article
Uncontrolled Keywords:	modelling, adaptive pedagogy, science ITT, drama
Subjects:	L Education > LB Theory and practice of education Q Science > Q Science (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Thinking and Learning Faculty of Education, Health & Human Sciences > School of Education (EDU)
Last Modified:	15 Aug 2024 14:22
URI:	http://gala.gre.ac.uk/id/eprint/47638

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