Drama in Science Education (in Israel)

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 relevant

Appealing

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 ↔ StructuredStudent directed

↔ Teacher/Actor directed

Experiential ↔ Presentational

) Ødegaard , 2003(

ScienceNature of ScienceScience in society

) Ødegaard , 2003(

Characterisation

DemonstrationsExplanations

Improvised ↔ StructuredStudent directed

↔ Teacher/Actor directed

Experiential ↔ Presentational

) Ødegaard , 2003(

ScienceNature of ScienceScience in society

Characterisation

) Ødegaard , 2003(

DemonstrationsExplanations

) McSharry and Jones, 2000(

Improvised ↔ StructuredStudent directed

↔ Teacher/Actor directed

Experiential ↔ Presentational

) Ødegaard , 2003(

Characterisation

) Ødegaard , 2003(

DemonstrationsExplanations

ScienceNature of ScienceScience in society

End of year

project

Some recent projectsAtom surprise

•Play on the topic of matter

Some recent projectsTeacher professional development

•Teacher as an actor•Science-drama activities for the

classroom

Some recent projectsTeacher 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 projectsEnd 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 PelegDepartment of Education in Technology

and ScienceTechnion – Israel Institute of Technology

Additional slides..

(Ødegaard , 2003)

Improvised ↔ StructuredStudent directed

↔ Teacher/Actor directed

Experiential ↔ Presentational

) Ødegaard , 2003(

ScienceNature of ScienceScience in society

Characterisation

DemonstrationsExplanations

) Ødegaard , 2003(

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