DRAMA FOR INCLUSION IN SCIENCE
Keywords:
Drama, scienceAbstract
Dramatic licence afforded by the construction of plays provides opportunities to imagine what these inputs could have been, without necessarily implying historical accuracy. This paper provides an example of an input that is plausible and credible, involving a carpenter and a stonemason. In addition to concept development, drama can impact on student attitude. Drama can also contribute to historical and philosophical understanding. This paper has integrated history of chemistry, evidence concerning the roles of drama in science education, ideas about social justice, and an engaging pedagogy. A next stage is to see how this works with different classes, and with different contexts for the plays and their histories. Engaging young learners in their own learning is a challenge many teachers face. This paper describes one method of doing this.Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 The Eurasia Proceedings of Educational and Social Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The articles may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. All authors are requested to disclose any actual or potential conflict of interest including any financial, personal or other relationships with other people or organizations regarding the submitted work.