drama in science education (in israel) ran peleg department of education in technology and science...
TRANSCRIPT
Drama in Science Education (in Israel)
Ran PelegDepartment of Education in Technology
and ScienceTechnion – Israel Institute of Technology
Who am I? Where am I from?
ATOM SURPRISE
TEACHERPD
Who am I? Where am I from?
Haifa
Rationale
(Osborne, Simon & Collins, 2003; Osborne & Dillon, 2008)
Innovative methods to address low motivation
Interest of young people drop
Less students choose science
Interest of young people drop
Less students choose science
Rationale
(Osborne, Simon & Collins, 2003; Osborne & Dillon, 2008)
Human
Socially relevantAppealing
Humanistic science education
(Stinner, 1995)
Narrative
Stories
Affect
Drama
Humanistic science education
(Alsop, 2001; Hadzigeorgiou, 2006; Millar & Osborne, 1998; Ødegaard, 2003)
Advantages of drama
"contemporary obsession [of youth] with celebrity". (Osborne and Dillon, 2008 )
Emotional involvement(Begoray & Stinner, 1995; McSharry & Jones, 2000;
Ødegaard , 2003)
Bridge the gap between science and the humanities
(Begoray and Stinner, 1995)
Holistic learning experience
Characterisation of drama in science education
Characterisation of drama in science education according to Ødegaard (2003): A. The Science content (following Sjøberg)
1. Science as a product2. The process and nature of science3. Science as an institution in society
B. Characteristics of the theatrical component1. Structured vs. improvised plays2. Teacher directed vs. student directed3. Presentational vs. experiential plays
Demonstrations Explanations
(Ødegaard , 2003)
Improvised ↔ Structured
Student directed
↔ Teacher/Actor directed
Experiential ↔ Presentational
) Ødegaard , 2003(
Science
Nature of Science
Science in society
) Ødegaard , 2003(
Characterisation
Demonstrations
Explanations
Improvised ↔ Structured
Student directed
↔ Teacher/Actor directed
Experiential ↔ Presentational
) Ødegaard , 2003(
Science
Nature of Science
Science in society
Characterisation
) Ødegaard , 2003(
Demonstrations
Explanations
) McSharry and Jones, 2000(
Improvised ↔ Structured
Student directed
↔ Teacher/Actor directed
Experiential ↔ Presentational
) Ødegaard , 2003(
Characterisation
) Ødegaard , 2003(
Demonstrations
Explanations
Science
Nature of Science
Science in society
End of year
project
Some recent projects
Atom surprise•Play on the topic of matter
Some recent projects
Teacher professional development
•Teacher as an actor•Science-drama activities for the
classroom
Some recent projects
Teacher professional development
•Elements of theatre and drama•Presence on stage
•Physical theatre•Science as a product activities
•Science in society activities•Final project
Some recent projects
End of year science-drama project•Activity to summarise a topic learnt during
the year•Process included:
•Choosing and researching the science content
•Choosing the characters and the general format
•Writing the script•Rehearsals
•Students were expected to do most of the work independently between meetings
Drama in Science Education (in Israel)
Ran Peleg
Department of Education in Technology and Science
Technion – Israel Institute of Technology
THE END
Drama in Science Education (in Israel)
Ran Peleg
Department of Education in Technology and Science
Technion – Israel Institute of Technology
Additional slides..
(Ødegaard , 2003)
Improvised ↔ Structured
Student directed
↔ Teacher/Actor directed
Experiential ↔ Presentational
) Ødegaard , 2003(
Science
Nature of Science
Science in society
Characterisation
Demonstrations
Explanations
) Ødegaard , 2003(
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