Developing analysis frameworks for scientific literacy activities

ΑΡΘΡΟΓΡΑΦΙΑ [Σελ. 5 – 29]

Developing Analysis Frameworks for Scientific Literacy Activities

Paris Papadopoulos1, Fanny Seroglou 2

ΠΕΡΙΛΗΨΗ: Η έρευνά μας εστιάζεται στην ανάπτυξη συγκριτικών παρουσιάσεων και πλαισίων ανάλυσης που στοχεύουν στην ερμηνεία δεδομένων που προέρχονται από διδακτικές εφαρμογές επιστημονικού εγραμματισμού και εφαρμόζονται στη σχολική τάξη. Παρουσιάζουμε πολλαπλές προσεγγίσεις ανάλυσης δεδομένων, από τη μελέτη μιας βιντεοσκοπημένης διδακτικής εφαρμογής θεατρικής πρακτικής αντιπαράθεσης επιχειρημάτων με θέμα: «Τα καιρικά φαινόμενα». Η ανάλυση των δεδομένων μέσω του μοντέλου ανάλυσης 3D-5I μας δίνει πληροφορίες που αφορούν γνωστικές και μετα-γνωστικές δεξιότητες (και παράλληλα όψεις της φύσης της επιστήμης) και στάσεις και συμπεριφορές στο πλαίσιο της θεωρίας της πολλαπλής νοημοσύνης. Τα δεδομένα αφορούν σε μία αντιπαράθεση επιχειρημάτων διάρκειας 8 λεπτών που υλοποιήθηκε από μαθητές και μαθήτριες 11ετών της Τετάρτης τάξης Δημοτικού Σχολείου. Το μοντέλο ανάλυσης 3D – 5I αφορά σε τρεις διαστάσεις της μάθησης και διδασκαλίας στις φυσικές επιστήμες (Γνωστική, Μετα-γνωστική και Συναισθηματική) και πέντε είδη νοημοσύνης από τη θεωρία του Gardner (Γλωσσική, Ενδοπροσωπική, Διαπροσωπική, Κιναισθητική και Χωρική-Οπτική), (3D:3 dimensions & 5I:5 Intelligences) και καταλήγει στα παρακάτω συμπεράσματα: α) Στη γνωστική διάσταση μαθητές και μαθήτριες εμπλέκονται με επιτυχία σε συζητήσεις που αφορούν το περιεχόμενο των φυσικών επιστημών και παράλληλα φαίνεται ότι ενεργοποιούν δεξιότητες πειραματισμού και παρατήρησης. β) Στη μετα-γνωστική διάσταση προβληματίζονται και εμπλέκονται σε συζητήσεις που αφορούν σε θέματα της φύσης των φυσικών επιστημών και αναστοχάζονται για τη φύση του περιεχομένου των φυσικών επιστημών και τη μεθοδολογία τους, εκφράζοντας παράλληλα τον προβληματισμό τους στο δίλημμα του πότε η επιστημονική γνώση αποτελεί μια μορφή «απόλυτης» αλήθειας ή απλά είναι μια ανθρώπινη κατασκευή που εξελίσσεται και διαφοροποιείται μέσα στο χρόνο. γ) Όσο αφορά τη συναισθηματική διάσταση συνολικά όλοι οι μαθητές και οι μαθήτριες δραστηριοποιούνται και εκδηλώνουν ένα ιδιαίτερο ενδιαφέρον και για την εμπλοκή τους με τη διδακτική εφαρμογή της αντιπαράθεσης των επιχειρημάτων και παράλληλα αναδεικνύουν θετική στάση προς τον κόσμο των φυσικών επιστημών. δ) Τα αποτελέσματα που αφορούν την ανάλυση δεδομένων στο πλαίσιο της πολλαπλής νοημοσύνης δείχνουν, ότι το κοινωνικό και επιστημονικό περιβάλλον της αντιπαράθεσης των επιχειρημάτων ενθαρρύνει μαθητές και μαθήτριες, να εκφραστούν γλωσσικά με ξεκάθαρο και επαρκή τρόπο ώστε να γίνουν κατανοητοί από τους συνομιλητές τους. Προβαίνουν σε υποθέσεις, προβλέψεις, συμπεράσματα και αξιολογήσεις και αναδεικνύουν δεξιότητες δημιουργικής φαντασίας. Παράλληλα υπάρχουν σημαντικά στοιχεία που καταγράφουν την ενεργοποίηση της ενδοπροσωπικής, διαπροσωπικής, κιναισθητικής και χωρικής-οπτικής νοημοσύνης.

Abstract: Our research focuses on developing comparative presentations and analysis frameworks for

the interpretation of data coming from scientific literacy activities applied in the classroom. In this case, we present multiple data analysis approaches coming from the study of a videotaped activity concerning a debate on weather phenomena. The analysis of data using the 3D-5I research model

1 Paris Papadopoulos, is a school advisor in elementary school in Greece and a member of ATLAS

research group. E-mail: [email protected] 2 Fanny Seroglou, is an assistant professor in the School of Primary Education at the Faculty of

Education in the Aristotle University of Thessaloniki, in Greece. Since 2003 she is the head of the ATLAS research group (ATLAS is the acronym of A Teaching and Learning Approach for Science) ATLAS Research Group, School of Primary Education, Faculty of Education, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece. E-mail: [email protected]

mailto:[email protected]

mailto:[email protected]


6 ΔΙΔΑΣΚΑΛΙΑ ΤΩΝ ΦΥΣΙΚΩΝ ΕΠΙΣΤΗΜΩΝ: ΕΡΕΥΝΑ ΚΑΙ ΠΡΑΞΗ ΤΕΥΧΟΣ 40-41

provides us with information concerning cognitive and meta-cognitive skills (including nature-of-science aspects), attitudes as well as multiple intelligences coming from an 8 minutes debate that is performed by 11-year-olds. The 3D – 5I (3 Dimensions – 5 Intelligences) analysis matrix leads to the following results: a) In the cognitive dimension, pupils successfully discuss about the science content and activate observation and experimentation skills. b) In the meta-cognitive dimension, pupils reflect on the nature of science in their discussions and reconsider the nature of the content and of the methodology of science, the dilemma whether scientific knowledge is a form of ‘absolute’ truth or a human construct that evolves and changes in time. c) In the emotional dimension, all students are interested and highly motivated to participate and express a positive attitude towards science. d) Results coming from data analysis in the framework of multiple intelligences show that the social and scientific framework of the debate encourages pupils to use a more lucid language and various skills such as creative fantasy, assumption, prediction, reasoning and evaluation. There has also been recorded substantial evidence that pupils’ interpersonal, intrapersonal, bodily-kinaesthetic and spatial intelligence are activated. Key words: analysis frameworks, scientific literacy activities, classroom data, cognitive, meta-cognitive, emotional dimension, multiple intelligences, argumentation, role-play, activated, skills, attitudes.

Scientific literacy activities Nowadays, teachers, educated and trained in the traditional science education context, are asked to teach their students in the current scientific literacy trend. At the same time the scientific literacy approach is very new to students as well. They also have to go through a shift from the traditional to the scientific literacy for all style of learning. What changes are happening in the way teachers teach? What kind of interactions are challenged or recorded in the classroom? What skills and attitudes are encouraged? There is a need for developing analysis frameworks for studying and interpreting the effect of scientific literacy practices in the classroom. This way, science education researchers will be able to gather information valuable both for science teaching and for teacher-training. With this paper, we attempt to contribute to the development of frameworks that evaluate scientific literacy activities.

Our starting point has been a review on the suggested aims of teaching in the scientific literacy context. Researchers point out that scientific literacy for all involves goals related to personal growth, professional development and citizenship (Bybee, 1997). Additionally, scientific literacy aims to the development of target-skills concerning the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and changes made to it through human activity (Kjærnsli, 2009). Nevertheless, the adoption of scientific literacy educational objectives entails consequences for the content, organization and pedagogy of school science education that could be characterized as profound and radical (Jenkins, 1990). In this approach pupils besides learning science contents, need to become acquainted with and have an appreciation for the nature of science (Matthews, 1994).

Scientific literacy may become the essential baggage for understanding the world in a society with such an increasing scientific and technological development. Scientific literate citizens are to make informed choices about their health care, the environment and the society they live in. They need to develop skills for critically analyzing the validity of given arguments presented in the media or in public discussions as well as for coming to logical conclusions and decision-making based on scientific information rather than on propaganda or bias.

In teaching science one of the most difficult task is that the instructor, must confront the obstacle of motivating pupils to take an active interest in abstract and complex ‘theoretical’ issues. All too often the pupils find the various science concepts covered in such a course, to be ‘too difficult’ and, in their eyes, ‘un-motivating’ (especially when compared with, e.g., an ethics or aesthetics course). Scientific literacy can be viewed as multidimensional and a synthesis of various scientific aspects: concepts and ideas, the nature of science, the interaction of science and society (Bybee, 1997,1999; Fensham, 2002; Hurd,

Papadopoulos & Seroglou

ΤΕΥΧΟΣ 40-41 ΔΙΔΑΣΚΑΛΙΑ ΤΩΝ ΦΥΣΙΚΩΝ ΕΠΙΣΤΗΜΩΝ: ΕΡΕΥΝΑ ΚΑΙ ΠΡΑΞΗ 7

1997; Laugksch, 2000; Solomon, 2001; Millar, 1983). Researchers believe that in school we could tempt pupils into a lifelong interest in science through exciting and contentious new phenomena, such as genetic engineering, climate change, brain and memory, or the origin of life in space (Solomon & Thomas, 1999; Tsarsiotou & Seroglou, 2011; Seroglou et al, 2011). Our pupils demand a science education that has meaning and significance for their lives. They want to address science issues they hear about through media, and get a bigger picture of how scientific concepts fit together in the overall scheme of today’s world: to see more of the building, in short, and less of the bricks. Pupils want greater autonomy and creativity in learning, including more practical work, more extended investigations and more opportunities to express views or discuss controversial issues. New methodological approaches should be used in order to achieve teaching science for all. The target skills developed in school need to be reassessed, as do the ways in which pupils are expected to learn. One obvious method of overcoming this dilemma is to provide science issues through alternative and dynamic didactic methods, providing art-informed teaching strategies such as role-play practises, which are definitely less complicated than general descriptions of theories, articulate the main points (meta-cognitive, nature of science) more clearly, and have the added bonus of being more ‘personal’ and relatable. Role-play activities can serve to involve and motivate students to develop an understanding of the world that is rooted in the scientific and humanistic traditions in keeping with a more integrated, holistic view of knowledge. It helps pupils formulate ideas and stimulate debate, by offering useful opportunities for speculation and hypothesis. These role-plays can both illustrate the scientists’ or non-experts’ ideas, but also raise the students’ interests in and enjoyment of the teaching content. They provide a dynamic environment for studying scientific concepts and bringing forward the elements and questions that pupils face in their everyday life inside or outside school. So debate through role-play has much to contribute to the composing life of the primary school, while as a teaching instrument is a holistic methodology that creates the experiential and social educational experiences that Dewey advocates (Dewey, 1934, 1997) and which also appeals to the variable learning styles and multiple intelligences that Howard Gardner promotes (Gardner, 1983; 1994; 1997; 1999). Besides, theatrical language is considered as the most essential human language, a form of knowledge and most of all, a medium for change and a mean of giving pupils the strength and confidence to overcome their learning difficulties (Boal, 2007).

Debate in science is a product of the use of drama and simulations in vivo. Since it involves children in physical and intellectual activities, it has a potential to elucidate scientific concepts (McSharry & Jones, 2000). It can also be defined as a way of deliberately constructing an approximation of aspects of a ‘real life’ episode or experience, but under ‘controlled’ conditions (Kofoed, 2006). Involving non-players in socio-dramatic play seems to provide them with an adaptable medium for constructing meaningful connections among the many information fragments they are daily bombarded with. It provokes the formation of meaningful associations between new experiences and prior adaption (Dansky, 1980). In controlled studies measuring the use of drama in teaching science, greater meaningful learning occurred when drama has been used (Metalcafe, 1984). Debate lies in another tradition entirely: the humanities. We understand as teachers that the arts (music, movement, art drama) have great potential to contribute to learning across the curriculum (Koster, 2001). Especially in physics debate, makes a valuable contribution to pupils’ understanding of the nature of science. In particular, there is a significant move away from the serendipitous empiricism and towards an appreciation of the interactive nature of experiment and theory. It may provide a widening experience for pupils to capture the whole picture of science and also encourage the development of skills and attitudes in the context of teaching science for citizenship and scientific literacy. Nevertheless, debate through role-play provides a cultural bridge between the two ‘worlds’, inside and outside of the school, for



both pupils and teachers (Seroglou, 2006; Papadopoulos & Seroglou, 2007; Papadopoulos & Seroglou, 2009). The theory behind the use of debate in science teaching and learning - as with ‘active’, ‘experiential’ or ‘child-centered’ learning - is that children are encouraged to be physically and intellectually involved in the classroom to allow them to both express them-selves in a scientific context and develop an understanding of difficult concepts (Taylor, 1987). The key to debating through role-play, and the reason why role-play can help to make science relevant to many children, is that it is based upon ‘playing’. By the time that children begin to be educated in science, they are already very experienced at playing, since they practice playing during their childhood. The desire to play, and therefore to learn, is a fundamental part of human psychology and is a potentially powerful resource residing in the children themselves (Piaget, 1951). Debate in this context is a kind of simulation or moral/ethical role-play and has to do with simulated meetings, simulated speeches and life conditions or human relationships (McSharry, et al., 2000). It can provide pupils with opportunities to explore a range of ideas other than their own and also introduce them to a variety of values and interpretations concerning the nature of science. When it is used for teaching science can be a stage for the formation of skills such as the ability of realizing social, ethical or political situations through a variety of different points of view (Seroglou, 2006; Bentley, 2000). Role-playing in science makes science teaching vivid and understandable. During this verbal negotiation process, children become aware of many aspects of the story, aspects other than their own. In order to engage in play, children have to accommodate their views to the views of others. One has to understand the character’s (performed) point of view in order to act convincingly. Defining the boundaries between the performer and the character, the performer is forced into a meta-cognitive process and becomes a spect-actor being at the same time both the spectator of a story and the actor in the role-play (Boal, 2006). Debating creates contexts in which pupils can simulate situations from outside the classroom bridging practical knowledge with theoretical knowledge. Allows children to rehearse and develop skills they will need for active citizenship, in a safe and non-threatening situation (Seroglou 2006, Papadopoulos & Seroglou 2011). Skills as effective communication and use of language in role-play, work beyond the nominal and descriptive, and require the application of higher order skills, such as synthesizing ideas in order to question, explain, reason, justify, form and express opinions. Social skills such as working collaboratively, sharing, listening and responding, compromising and reaching decisions are necessary for successful interaction during the discussions that were evolved during the debate.

In our case, pupils learn some concepts better as they study them through controversial situations. A large part of this improvement has undoubtedly been due to ‘innovation enthusiasm’ and innovative active learning. In other words any strategy that extends the sort time spam of the pupils’ attention is likely to improve learning, whether or not includes drama practices. Using debate as a teaching method leads to better test scores, longer sustainability, increased pupil motivation and an augmented pupils’ appreciation that their work has been meaningful. Pupils appear more attentive and provide verbal and written responses that indicate greater interest in the teaching content and a better understanding of science concepts (Papadopoulos, 2010). These new skills and attitudes related to teaching and learning science in the context of scientific literacy need to be classified and evaluated through new analysis frameworks that may record and interpret such data. Our proposal for multiple data analysis

In our interpretation of data, a three dimensional cognitive, metacognitive and emotional framework (Seroglou & Koumaras, 2001; Seroglou, 2006) has been used coupled with the theory of multiple intelligence (Βosniadou, 2001; Coleman 1995, 2006; Gardner 1983, 1993, 1994, 1997, 1999; Guss 2005; Koster, 2001; Warrington, &Younger, 2006). According to the three dimensional framework of teaching and learning science (3D



framework), we approach science teaching through three complementary dimensions (table1): a) The cognitive dimension dealing with pupils’ involvement in learning science, problem-solving skills, content management in verbal negotiation and learning and thinking through observation and experiment. b) The meta-cognitive dimension concerning meta-cognitive skills activated when students’ reconsider the current interrelations of science and society, reflect on the nature of science aspects (such as history and philosophy of science, methods of science, evolution of scientific theories, ethics concerning science, science-society historical interactions). Furthermore, skills concerning argumentation and causality styles are also included in this meta-cognitive dimension. c) The emotional dimension reflecting the way pupils explore attitudes and values, their interest and motivation, the positive classroom climate and the feeling that their work is meaningful.

The 3D framework of teaching and learning science

Cognitive Dimension

involvement in learning (c1)

problem solving (c2)

content management (c3)

learning and thinking through observation &

experiment

(c4)

reconsidering the interrelations of science

and society

(m1)

Metacognitive Dimension

reflecting on nature of

science considering its’

(m2)

history (m2a)

method (m2b)

historic evolution (m2c)

ethic (m2d)

philosophy (m2e)

argumentation (m3)

causality (m4)

Emotional Dimension

exploring attitudes and values others than their own (e1)

increased interest and motivation (e2)

positive classroom climate (e3)

feeling that their work is meaningful (e4)

Table 1. Classification of skills and attitudes concerning the 3D framework of teaching and

learning science.

According to the five intelligences framework of teaching and learning science (5I framework), we approach science teaching through five faculties of intelligence coming from Gardner’s theory of multiple intelligences (table 2): a) Verbal-linguistic intelligence referring to the abilities of pupils to use narrative comprehension and narrative production to express



oneself rhetorically and scientifically, to express through writing without the need of adult support, to get familiar with and use unfamiliar scientific vocabulary and to remember and use scientific information in their speech. b) Intrapersonal intelligence focusing on pupils’ capacity to express their feelings, to strengthen their self-awareness and self-esteem, to increase their self-control, to make decisions and become more independent. The above include appreciating one's feelings, fears, motivations, values and ideas, acquiring an effective working model of one self and being able to use such information to regulate one’s life. c) Interpersonal intelligence dealing with communicational and interactive skills, the capacity to understand the intentions, motivations and desires of others when co-operating with them, the un-biased interaction with others and cooperatively learning in groups or with only one partner. d) Bodily-kinesthetic intelligence revealing the potential of using body-gesture symbols and activating mental abilities to coordinate bodily movements, the involvement of acting and imitating skills when reproducing science related scenes in detail. e) Visual-spatial intelligence concerning the ability of room-orientation, the engagement of creative fantasy, skills of mental perception and representation. Recording the ways that students learn visually and organize things spatially (e.g. do, enjoy charts, graphs, maps, tables, illustrations, art, anything eye catching).

The multiple intelligences framework of teaching and learning science

Linguistic

Intelligence

increased narrative comprehension and production (l1)

decreasing need for adult support during writing (l2)

use of unfamiliar (scientific) vocabulary (l3)

greater knowledge retaining (l4)

expression of feelings (i1)

Intrapersonal

Intelligence

self-esteem and self-awareness (i2)

self-control (i3)

decision making (i4)

increasing independence (i5)

Interpersonal intelligence

social and communication skills (p1)

sharing and working together in groups (p2)

acceptance of difference (p3)

participation through peer-group (p4)

Bodily-kinesthetic

intelligence

using body-gesture symbols (b1)

acting skills (b2)

ability to observe carefully and then recreate

scenes in detail (imitate)

(b3)



Spatial intelligence

sense of room-orientation (s1)

creative fantasy (s2)

mental perception and representation (s3)

Table 2. Classification of skills and attitudes concerning the multiple intelligences

framework 5I of teaching and learning science. Both in tables 1 and 2 each sub-category of dimensions and intelligences has a short

code-name (e.g. ‘involvement in learning’ has the code-name c1) that has been used in data-analysis and presentation of results.

The combined framework that includes the three dimensions and the five intelligences concerning science teaching and learning is presented in figure 3 and is called ‘the 3D-5I framework’. The whole framework functions as a set of structural guidelines to design science courses and to evaluate their application.

Figure 1. The combined 3D-5I framework

The framework functions in a dual way recording and pointing out both intelligences and teaching-learning dimensions. Classroom activities may be analyzed and presented in a matrix revealing both intelligences and teaching-learning dimensions activated. Furthermore, the interaction of intelligences and teaching-learning dimensions is brought forward ‘in a glance’.

A case study: Analysing a debate about weather phenomena

A teaching course on weather phenomena has been designed and developed consisting of debates through role-playing. The course titled ‘How is the weather today?’ has been attended by fifteen 10-year-olds in the primary school of Drymos in the area of Thessaloniki in Greece. The course has been part of the flexible zone of the Greek curriculum for the primary school (the flexible zone is a subject-free period of the curriculum and in this context teachers may develop various projects and activities with their pupils for two hours per week). In Greek schools, 10-year-olds are not taught science as an individual subject,



therefore the developed activities may become an introductory course in science concepts and phenomena focusing on weather phenomena such as the circle of water, rain, snow, hail, wind. Science concepts and phenomena about weather and water (that is part of most weather phenomena) may become a multi-level platform of introducing pupils to the scientific way of thinking. The water as a matter of fact, being the basic element of weather phenomena lies in many children’s games and constitutes one of the first children’s explorations trying to comprehend nature around them (Harlen & Elstgeest, 1993; Papadopoulos & Seroglou, 2007, 2009). The challenge for the developed course has been actually to motivate pupils to participate in theatre techniques, as this includes exposure of speaking, debating, acting styles with pupils having no previous training. The biggest problem has been creating a role-play that is at the same time both interesting and educational, so that pupils will be in the mood to enrol and also have the opportunity to learn about science. Our main intention besides learning science concepts has been the evolvement of communication skills, which may allow students to participate in public debates and argumentations. Before performing the actual role-play, students are first introduced to physics concepts, via internet, books, and experiments. Scientific, historical and social facts are discussed and elaborated in detail preparing students to participate in the setting and conflict of the role-play. In order to achieve these objectives the following elements need to be present: a conflict, a setting and the set of roles. The conflict has to do with a problem that needs to be defined, discussed and if possible resolved. It’s better to choose a conflict that concerns the children’s interests and is meaningful to them. The setting is the place in which the conflict takes place. The set of roles are the characters of people participating in the conflict. In our case, the conflict concerns a debate about weather phenomena, the setting is a citizens gathering and the roles are children, adults and scientists. Additionally students are motivated by the following questions that concern the subject to be discussed: What do people know through media, science, history and everyday life about weather phenomena? What do people value as important concerning ethics and the real world? How do people behave either as individuals or as members of an organized society?

This introductory (traditional) part has four-hour duration and in this time students are being informed about: a) weather phenomena, b) the scientific way of studying and recording weather phenomena and c) what people do or believe about weather phenomena through time. We also bring forward myths, legends and traditions of the past that accompany weather phenomena through time in a variety of cultures. Eventually pupils form three different role-groups: scientists, adults and children. The groups are introduced to ways to seek and approach additional information (newspapers, books, internet, media etc.) and are given directions on how to prepare their arguments in order to participate in the debate. Each group represents different interpretations about weather phenomena and nature in general. Scenario and roles

In the developed role-play, there are three different groups of people carrying different beliefs and debating about a) weather phenomena and b) the relative motion of earth, moon and sun concerning the change of seasons and day-night transition. Each team articulates arguments, attempts to convince while a fruitful dialogue is set. The group of scientists seeks to inform both children and adults about the world around them and is willing to give scientific explanations and to introduce children and adults to the scientific way of observing, thinking and researching. The group of children is always full of questions. Children seek answers and explanations and are prompt to hear, believe and accept scientific explanations. During the developed role-play pupils form questions like the following: How are clouds created? Why do clouds move and change forms? Why clouds don’t fall? Can we touch the rainbow? The group of adults carries the perception that ‘they know everything’. Adults



support that they don’t have to listen to scientific explanations while for them it is clear that children worry too much. Adults claim that they already have a lot of information about nature and weather phenomena coming from our ancestors or even God (!). They say: ‘Weather phenomena are arranged by God… the eclipse of the sun always brings something villain in the world, it is a warning… the sun circles around earth’. During the application of the role-play, pupils have evolved their communicational skills carrying out their roles. Debate in this context provides pupils with opportunities to explore a range of ideas (other than their own) and also introduces them to a variety of values and interpretations concerning the nature of science. Activated skills and attitudes Pupils’ debate has been recorded and analyzed using the 3D-5I analysis matrix. The eight subcategories of the 3D-5I model have been represented with thirty five segmental skills and attitudes and the recorded debate has been scanned and studied in this context, providing twenty-nine actually active skills and attitudes (that is a percentage of 82,8%). In Table 3, activated skills and attitudes recorded in 500 seconds debate are presented.

Number of activated skills and attitudes recorded in 500 seconds debate

Time Session (in seconds΄΄)

2 participants

3 participants

4 participants

5 participants

6 participants

25 31 0 0 0 0

50 0 70 0 0 0

75 0 0 72 0 0

100 0 0 70 0 0

125 0 0 53 0 0

150 0 0 0 0 125

175 22 0 0 0 0

200 0 0 66 0 0

225 0 44 0 0 0

250 0 0 81 0 0

275 0 63 0 0 0

300 0 0 0 0 82

325 0 27 0 0 0

350 35 0 0 0 0

375 0 42 0 0 0

400 0 0 67 0 0

425 50 0 0 0 0

450 0 0 0 83 0

475 0 27 0 0 0

500 0 39 0 0 0

Table 3. Number of activated skills and attitudes recorded in 500 seconds debate.

In Table 3, for sessions of 25 seconds duration the activated skills and attitudes have

been counted and also the number of participating students is given. The skills and attitudes activated correspond to the subcategories of the 3D-5I model (as presented in Tables 1 and 2). Nevertheless, the percentages of activated skills and attitudes recorded in 500 seconds



debate are presented in detail in Figure 2 where each sub-category of dimensions and intelligences is presented by its code-name.

Figure 2. Percentages of activated skills and attitudes recorded in 500 seconds debate

The six non-activated segmental skills and attitudes (corresponding to the 3D-5I subcategories) are: a) problem solving, b) acceptance of diversity, c) using body-gesture symbols, d) ability to observe carefully and then recreate scenes in detail (imitate), e) sense of room-orientation, f) mental perception and representation. The average mean of the recorded segmental skills and attitudes is 3,2%. The lowest percentage has been the one for



the segmental skill of learning and thinking through observation & experiment (0,1%) and the highest ones (7%) have been involvement in learning, and almost 6%: positive classroom climate, self-control, participation through peer-group, acting skills, creative fantasy. Participation in the debate The videotaped debate has been divided in time sessions of 25 seconds each for better analysis and inquiry. The average participation in these sessions has been three or four pupils. The minimum participation in the argumentation has been two pupils and the maximum participation has been six pupils (see Figure 3).

Figure 3. Number of participants and activated skills and attitudes in 500 seconds debate

The peak of the debate appears in 150-175 seconds time session, and this is because

pupils deal with a question which concerns the rainbow and most students have both the experience and the necessary vocabulary to comment on it. All the children have been capable of expressing their ideas about the rainbow either as a scientist or a child or an adult (depending on the group they belong) and to participate in the developing dialogue. In the same time session (150-175 seconds) there has been a substantial summit of segmental skills and attitudes: 125 segmental skills and attitudes are recorded by all the pupils compared with an average of 56 for every time session, as the recorded skills and attitudes have to do with the participation of each child. Results show that greater pupils’ participation is recorded whenever an intense disagreement rises during the debate since everybody wants to express an opinion. For example, in 450-475 seconds time session four pupils and one teacher participate actively in the discussion and this has been initiated by one of the scientists supporting that: ‘no one can reach the sun, because it’s too hot and can melt everything that tries to approach it’. The discussion comes to a peak when a pupil-scientist expresses that ‘the explosions that occur on the surface of the sun are the reason for this enormously high temperature on the sun’ while pupils-adults express that ‘scientists do not know what is



happening there’. This provokes the pupils-scientists to strongly support that ‘scientists do know a lot of things about the sun from the data they get from satellites and scientific instruments’. However, less pupils’ participation has been recorded (two pupils per time session), whenever extensive and difficult answers have been required to questions such as: How hail and rain are created? Why the sun appears in one place in the horizon and then moves to another place on the sky?

Pupils’ participation in the debate presents a variation depending on the personality and the activated skills of each pupil. The teacher has not intervened at all in the discussion so as the pupils themselves would evolve the necessary skills to overcome the obstacles they face opening their way towards their socialization and productive argumentation for the classroom but mostly for their life as citizens in a society. As pupils become more familiar with argumentation techniques in the classroom, a more balanced participation of each pupil appears in the discussion despite some individual differences. Teacher’s participation has been only 0,8% (Figure 4). The teacher facilitates assists and encourages the pupils to become more active in participating in the discussion and more accurate in their argumentation helping them to shift from naïve to elaborated and focused arguments.

Figure 4. Participation in the debate of weather phenomena in percent The average participation has been 7%. Figure 4 shows that there have been five pupils

above that average. However, most pupils present a lower participation. For 14 participants giving a total 100% of active discussion incidents, an average of 7% per participant reveals a democratically shared discussion concerning time and argumentation. There has also been a pupil from another country, who has not participated in the debate at all because he didn’t speak Greek yet since he had come to Greece only a few months ago. During the debate he observed the discussion and followed the emotional flow of the argumentation following pupils’ body language that revealed moments of agreement, disagreement, awkwardness,



silence etc. This pupil managed to participate in the debates that followed the one presented in this paper and to express his opinions and thoughts. The 3D-5I analysis matrix The analysis of data using the 3D-5I analysis matrix provides a fruitful background for discussion on the results of this application. A snapshot of the debate on the 3D-5I analysis matrix is presented in Figure 5.

Figure 5. The 3D-5I analysis matrix

Data analysis, shows that debate through role-playing, has significant results both on the three dimensions of learning and on the five chosen types of Gardner’s Multiple Intelligences. The comparative analysis of data recorded regarding the activated segmental skills, abilities and attitudes that lie on the cognitive, meta-cognitive and emotional dimension of teaching and learning science has shown a simultaneous activation of skills, abilities and attitudes that correspond to the types of intelligence of the 3D-5I model. In particular, when pupils activate skills and attitudes of the cognitive dimension (c1 and c3), they also activate skills and attitudes that lie on linguistic intelligence (l1, l3 and l4) and interpersonal intelligence (p1 and p2). This happens for example as the pupils who have impersonated the role of children ask: ‘How does rain happen?’ And the children who have acted as scientists respond activating skills and attitudes of the linguistic intelligence in order to deal with science content (c3) and indicate stimulated knowledge retaining (l4): ‘Rain happens due to the sun because it evaporates water from the sea and goes high forming clouds. When these clouds get colder, rain happens.’ Pupils in their attempt to deal with science content (c1) and scientific terminology (l3) employ social and communication skills (p1). Data show that the activation of meta-cognitive skills and attitudes is usually followed by the activation of linguistic, intrapersonal, bodily-kinesthetic and spatial skills. In our case the activation of m1, m2, m3 and m4 meta-cognitive skills has a strong effect on:

a) the increased narrative comprehension and production (l1), the use of unfamiliar scientific vocabulary (l3) and a greater knowledge retaining (l4) concerning linguistic intelligence,

b) the expression of feelings (i1), self-esteem and self-awareness (i2), self-control (i3), decision making (i4) and increasing independence (i5) concerning intrapersonal,



c) acting skills (b2) concerning bodily-kinesthetic intelligence, d) creative fantasy (s2) concerning spatial intelligence. Role playing, argumentation and debating set the background for pupils to discuss on

the way scientific ideas change through time and interact with the social and cultural context that supports them. Role playing and argumentation provide pupils a forum to express their identity in the non-stopping interference of information flow from modern life that disorientate rather than help communication. Conflicting points of view are brought forward and pupils present their opinions and reconsider their beliefs about the nature of science (nature of the content and the methodology of science, dogmatism and science, evolution of science). Science-society interactions puzzle pupils and make them reflect on the ethical, cultural, democratic and utilitarian aspects of those interactions. Pupils are encouraged to activate argumentation and causality skills coupled with linguistic segmental abilities in order to communicate using scientific content and terminology to support their arguments. Nevertheless, in order to compose their questions and search for cause-effect interactions, pupils take discussion in their own hands and activate intrapersonal intelligence skills and attitudes (self-esteem and self awareness, self control, decision making and decision making). Pupils also use kinesthetic intelligence skills (acting skills) in order to express the characteristics of the role they are ‘performing’, as well as they put forward their creative fantasy to help them go beyond the borders of traditional courses and create in their mind an image and a psychological environment that encourages meta-cognitive skills and attitudes. For example, pupils that play the role of scientists say to the whole group: ‘You think that you know everything but you don’t know how to explain phenomena. You just say what you imagine that happens. Well, science has moved forward…’ And they go on with self-confidence and effective vocabulary as they explain about night and day on the planet: ‘As the Earth moves around itself, some areas have light and we say it is day-time there. Other areas don’t have light and we say it is night. As the Earth turns again the places that used to be in the dark now come in the light and it is day-time. The other places that used to be in the light now are in the dark and it is night’.

The study of the activation of segmental skills and abilities (e1,e2,e3 and e4) of the emotional dimension of science teaching and learning reports the parallel activation of segmental skills and attitudes of intrapersonal (i1,i2,i3,i4,i5,), interpersonal (p1,p2,p4) and linguistic (l1,l2,l3,l4) intelligences. As pupils get engaged to the learning procedures encouraged through debating and as they feel part of a meaningful for them activity, their motives and interest multiply in the context of the argumentation role-play. Nevertheless, they exercise in decision making, attitude adjustment supporting co-operation and self-esteem balance. While being enthusiastic about this theatre informed teaching practice, pupils appear far more interested in learning science, in understanding the nature of science and in expressing themselves in a variety of styles activating segmental linguistic skills. In the end of this course pupils express their joy and satisfaction as they say: ‘Today the course has been completely different! We had fun, we quarreled and argued and we actually learned!’

In both cases, data analysis shows that the developed debate for teaching science encourages the development of skills that affect learning of science but also have an effect on pupils learning potential beyond science, providing a variety of learning situations promoting scientific literacy and the development of key-skills vital for pupils’ personal and social development (Seroglou, 2006).



Figure 6. Percentages learning dimensions’ and multiple intelligences’ output during the debate

The above bar-graph (Figure 6) shows clearly that interpersonal and intrapersonal

intelligence, as well as the emotional dimension of learning display the higher percentages (18%) during the debate verifying that the symbolic dramatic-pretend play through role-plays can be seen as a manifestation of interpersonal and intrapersonal intelligence (Guss, 2005). During the debate, pupils have been encouraged to make decisions, to adjust their behaviour in order to co-operate with the rest and to strengthen their self-esteem and self-confidence. The high results of interpersonal intelligence are due to the dynamics of multiple social interactions that role-play offers. During the activity, pupils appear supported and protected enough in order to participate in meaningful science learning in a non-expert friendly learning environment. Looking closely to the results concerning the emotional dimension of teaching and learning science, all pupils appear interested and highly motivated to participate and expressed their positive attitude towards science and their will to understand ways of thinking in the context of science. Nevertheless, the fact that their work and study in science appears meaningful encourages them to explore a variety of values and attitudes different than their own in the environment of the developed debate that welcomes diversity of opinions. A large part of this improvement has undoubtedly been due to pupils’ enthusiasm about the teaching innovation and the new active learning materials used.

The recorded percentage of 13% for the cognitive dimension of teaching and learning science indicates that most pupils successfully approach the science content following a variety of learning situations coming from the fruitful background of the applied role-play. Pupils appear more attentive and provide verbal and written responses that indicate knowledge acquisition and a deeper level of understanding the science concepts.

The 12% output concerning the meta-cognitive dimension of teaching and learning science reflects pupils’ synthesis of ideas in order to question, explain and reason, as well as their wonder about causality styles, relations and effects. It seems that role-playing develops a capacity for metacognition, the ability to think about the ways one thinks (Weinert et al., 1987). It offers a more positive vehicle for dealing with the disorientation of modern life



because it teaches pupils skills for participating in the creation of their own unfolding identities. Furthermore, pupils reflect on the nature of science and during their discussions in the role-play, they consider and reconsider the nature of the science content, the scientific methodology, the dilemma whether scientific knowledge is a form of ‘absolute’ truth or a human construct that evolves and changes in time.

Linguistic intelligence has been activated at a percentage of 9% as there has been recorded a double aspect of language development: narrative comprehension and narrative production. We explicitly support that the activation of imagination during role-play enhances the development of both narrative comprehension and narrative production. Pupils need opportunities to practice their oral language skills and role-playing is a medium that provides a wealth of these opportunities (Gremin et al., 2006). It provides a context in which debate on weather phenomena helps pupils acquire meaning of scientific de-contextualized language and affects narrative development because it provides the necessary background to facilitate pupils’ ability to construct mental images of a story that seams true and reality compatible to people around them.

Results concerning the bodily-kinaesthetic intelligence (6%) indicate the interrelation between body language and acting techniques (Gardner, 1993). Creative fantasy, a basic skill of spatial intelligence (6%), has also been activated through the use of role play.

Data analysis has pointed out the activation of cognitive skills, meta-cognitive skills (including nature-of-science aspects) and attitudes as well as multiple intelligences during this debate performed by 10-year-old pupils (8 minutes duration of the role-play). Data analysis in the 3D framework of teaching and learning science Concerning the analysis of data in the context of the three-dimensional framework of teaching and learning science results show:

a) In the cognitive dimension, pupils successfully discuss about science content in a variety of contexts and activate observation and experimentation skills.

b) In the meta-cognitive dimension, pupils reflect on the nature of science in their discussions. They reconsider the nature of the content and of the methodology of science. Pupils especially focus on the dilemma whether scientific knowledge is a form of ‘absolute’ truth or a human construct that evolves and changes in time.

c) In the emotional dimension, all students are interested and highly motivated to participate and express a positive attitude towards science.

Figure 7. Developed learning dimensions through time



In figure 7 the flow in time of the activated dimensions of learning and teaching science is presented. The vertical axis of figure 7 represents the number of reported cases of activated skills. The horizontal axis represents the 500 seconds of the debate. Lines in the diagram represent the flow and evolution during the debate of the activated skills and three different lines show the evolution of skills and attitudes concerning the cognitive dimension, the meta-cognitive dimension and the emotional dimension. Diagram 7 shows that the cognitive and the emotional dimension are synchronized and their lines move in parallel (Figure 7). Both peaks of cognitive and emotional dimensions appear at 150 seconds time session when the greatest pupils’ participation has been observed. During most of the debate the meta-cognitive dimension displays parallel but in a lower rate results with the cognitive and emotional dimension. The meta-cognitive peaks appear at different time session than the cognitive and emotional peaks. The only simultaneous peak display in all three dimensions has been recorded at 450 seconds (Figure 7). At 450 seconds five pupils participate in the debate. Two pupils play the role of adults and three pupils play the role of scientists. These two groups present the greatest meta-cognitive results perhaps due to the nature of their roles. The analysis of the videotaped debate indicates that meta-cognitive skills and attitudes recorded are activated due to: a) the kind of roles pupils impersonate, b) the subject discussed and c) the verbal release coupled with a liberation of emotions that lead to spontaneous and intuitive behavior and trigger pupils’ sincere straight speech beyond the limitations usually present as a result of teachers’ expectations and classroom structure. Pupils during the debate make a first step away from classroom formality: they stop expressing in their words what the teacher wants to hear and instead they strongly support what they believe or what they interpret through their role bringing forward a number of social stereotypes.

An important part of the meta-cognitive dimension is the nature of science although (Driver et al., 1996; Lederman et al., 2002; Simonneaux, 2001) and in our case pupils in the time session between 50 seconds and 450 seconds join a conflict between scientists and adults and discuss about the limits of science defined by the values of scientific research and observation. Pupils’ comments show their reflection on nature of science and on the way they learn science. A pupil supports that: ‘Through this discussion we learned in a better way issues that we thought we knew well...’ Another pupil says: ‘Adults cannot explain a lot of things about the weather. They give explanations using their imagination, while science has advanced more and more nowadays’. Finally, a girl who plays the role of a scientist replies to her fellow-pupils that “science can’t explain everything” in an attempt to confront a lot of children’s questions during the debate, bringing forward a key-issue concerning the nature of science: scientists put questions and search for answers creating new questions and this way science evolves.

The segmental skills of the cognitive dimension that display the greatest percentages during the debate are c1 - involvement in learning (7%) and c3 - content management (5,90%) (Average mean 3,20%). There is substantial evidence that pupils have been fully engaged and actively involved in the learning experience as they appear more attentive and provide verbal and written responses that indicate greater interest in the science content and a deeper level of understanding the science concepts. The segmental skills of the meta-cognitive dimension display lower or almost equal percentages compared with the average mean of 3,20%. Despite pupils’ age (10 years old) and the way Greek curriculum is organized offering only a few opportunities to the pupils to discuss and reflect on, the developed role-play provided pupils with the opportunity to discuss on nature of science aspects. The percentages of segmental skills recorded are m1 - reconsidering the interrelations of science and society (4,40%), m2 - reflecting on nature of science (2%), m3 - argumentation (3,40%) and m4 - causality (2,20%). Students synthesized their ideas in order to question, explain and reason, while they wonder about causality styles, relations and effects. Role-play makes a



valuable contribution to the pupils’ understanding of the nature of science. In particular, there has been recorded a significant move towards an appreciation of the interactive nature of experiment and theory. Pupils have a lot of opportunities to develop their knowledge and understanding of the ways in which scientific ideas change through time and how the nature of these ideas and their use in society are affected by the social, moral, spiritual and cultural contexts in which they are developed (Solomon, et al. 1992).

Results concerning the emotional dimension of science teaching are presented in Figure 8 that follows. Results appear significantly high for all students, during the role-play. The total percentage of activated skills and attitudes concerning the emotional dimension recorded has been 18%. These results meet with the similar percentage of interpersonal and intrapersonal intelligences activated (18%), both intelligences defined as a whole ‘emotional intelligence’ by Coleman (Coleman, 1995). There are many skills, attitudes and faculties that share in common the emotional dimension of science teaching and the emotional intelligence. They consist of knowledge achieved through human interaction and their main features are communication, socializing and sharing of emotions. Role-playing encourages pupils to experience a variety of feelings opening the way towards mature co-operation behavior and community ideals instead of individual strangle and unhealthy antagonism. The segmental skills and attitudes displayed higher percentages, than the average mean (3,20%). Pupils feel that their work is meaningful (5,90%), interact in a positive classroom climate (6%) and present increased interest in and motivation about learning science (5,90%).

Figure 8. Segmental skills and attitudes concerning the emotional dimension of science teaching during the debate on weather phenomena.

However, pupils show low results on exploring attitudes and values other than their own (0,20%) as the issues discussed during the role-play did not offer the background of expressing innovation, nondiscrimination and tolerance to the difference that would confirm the activation of attitudes and values exploration. Nevertheless, children consider this role-play classroom activity as a ‘game’ that they enjoy playing. This role play ‘has been fun!’ and this fact lies in conflict with the image of ‘serious, difficult and boring’ science courses that pupils carry. Therefore, it has been hard for pupils to realize that the role-play activity has actually been a science lesson. Also, strong emotional relationships have sprung out of the groups, between members of the same or different groups. Pupils argue, disagree, shout, test the limits of their ideas and perceptions and challenge each other beyond the lines of traditional politically correct but sterilized classroom discussion. Debate creates both for pupils and their teacher a bridge between school world and real life.



Figure 9. Multiple intelligences flow charts for the debate on weather phenomena



Data analysis in the multiple intelligences framework Results coming from data analysis in the framework of multiple intelligences show expressive and interactive linguistic skills activated (e.g. creative fantasy, assumption, prediction, reasoning and self-evaluation). There has also been substantial evidence that pupils’ interpersonal, intrapersonal, bodily-kinaesthetic and spatial intelligences have been encouraged. The flow of multiple intelligences during the debate about weather phenomena reveals a parallel progress (although at different levels) of all intelligences except the linguistic one that shows much lower results in 325 seconds time session due to the short answer that pupils give during the debate (see Figure 9 that follows). Intrapersonal and interpersonal intelligences display the highest appearance in pupils’ discussion. During most of the role-play an average of 5 or 6 recorded events per time session show the activation of intrapersonal and interpersonal intelligences.

Linguistic intelligence follows a similar rhythm to the first two but has an average of 3 recorded events per time session in pupils’ discussion. Spatial and kinaesthetic intelligence have the lowest levels of appearance during the debate having an average of 2 recorded events per time session. At 150 seconds, where all intelligences show a peak, the teacher and six pupils participate in a vivid discussion that provides a treasure of events revealing activated intelligences. At 175 seconds a bend in the flow of recorded intelligences appears as during this session the teacher stops the flow of the discussion in order to give some guidelines to the pupils.

Role-playing allows pupils to exercise and develop skills necessary for active citizenship in a safe, non-threatening environment and to use a wide range of ideas and scientific vocabulary. This adds up to the idea that ‘being exposed’ to a flow of language is not nearly as important as using it in the midst of doing (Bruner, 1990). Findings concerning linguistic intelligence indicate that there has been an effective communication and use of language (9%). As pupils improvise, they think, feel, visualize and create multiple ways to express their ideas. They are also able to make their thinking visible as they ‘shape’ their understanding. In addition the social and scientific framework of the debate encourages pupils to use a more lucid language because they realize that this is a promising way to communicate their intentions (Mages, 2006).

Results concerning intrapersonal intelligence appear an interesting high percentage of 18%. Pupils discuss in touch with own feelings, values and ideas activating their capacity to understand themselves, to appreciate their feelings, fears and motivations. Pupils are encouraged in the context of the developed debate to make decisions, to adjust their behavior within the group, while in the same time they strengthen their self-esteem and self-confidence. Moreover, acting skills required during the debate mobilize intrapersonal and interpersonal intelligences and bring forward a wide range of expressed emotions (Warrington & Younger, 2006).

In Figure 10 the activated segmental skills of intrapersonal intelligence are displayed. Pupils present self-control (5,80%), boost their self-esteem and self-awareness (5,50%), perform with an increasing independence (4,60%), express their feelings (1,70%) and make decisions (0,40%). Results show the dynamics of role-play in the sense of belonging in a team, in undertaking responsibilities, in concentrating on classroom activities and finally in the development of self-control. During the application of the debate, self-control has to do with the way pupils handle their emotions in order to communicate and respond with efficiency to the requirements of the activity. Self-control has been developed through pupils’ performances. Pupils have been willing and brave enough to participate in the debate and express their conflicting points of view. Self-consciousness increases through performing various behavioral styles and profiles while the understanding of others increases through the understanding of individual skills and characteristics (Gardner, 1994).



Figure 10. Segmental skills and attitudes concerning the Intrapersonal intelligence during the

debate on weather phenomena.

During role-playing, pupils face two kinds of interaction: one among themselves and another between pupils and the teacher. Results concerning the interpersonal intelligence are presented in Figure 11. Interpersonal intelligence includes the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively together. The interpersonal theories support that social interaction is thought to constitute the mechanism of change (Mages, 2006). Interpersonal intelligence consists of three segmental skills and attitudes which are essential in academic success, career effectiveness and personal well-being (Low & Nelson, 2005).

Figure 11. Segmental skills and attitudes concerning the Interpersonal intelligence during the

debate on weather phenomena.



Results show 6% social and communication skills activated, 6% participation through peer groups encouraged and 6% sharing and working in groups taking place. All these equally add up to 18% of interpersonal intelligence activated during the debate. The successful interaction during the debate allows pupils to develop skills and attitudes such as working collaboratively, sharing, listening and responding, compromising and reaching decisions. The applied conversation and argumentation allows pupils to behave wisely and effectively as they deal with strong emotions, time management and goal achievement. This process is social, reality related and functional within the pupils’ emotional world (Davis, 2000; Vygotsky, 1978).

Bodily-kinesthetic intelligence has been activated at a total percentage of 6% during the debate. Acting skills have been the only recorded skills concerning the bodily-kinesthetic intelligence (6% - see previously in Figure 2). Skills concerning body-gesture symbols, acting and the ability to observe carefully and then recreate scenes in detail (imitate) haven’t been recorded due to the nature of the debate: students discuss about weather phenomena in a round table, they do not stand up, perform or act using the theatrical body language. Pupils with high self-consciousness and strong ego during this procedure exercise on controlling their personal expectations and shaping their understanding and expression of the expectations of the role they play, although in many cases this lies in conflict with their beliefs. This has been very difficult particularly for those pupils playing the role of adults. Pupils are actors and spectators at the same time (Boal, 2007). As they are under their teammates’ critic, they have to become better performers as if they were addressing to an audience.

Spatial intelligence displayed a total percentage of 6% concerning the one segmental skill of creative fantasy that has been recorded during the debate on weather phenomena. Its importance is equal to the importance of linguistic intelligence because together they form the two main information recourses. Debate functioning as brainstorming results in a creative game, where the participants have been asking for detailed information, clarifications and explanations and in the same time they have been expressing their point of view. This has led to a flexibility of thoughtfulness as every pupil fulfills the attitude to examine a great variety of explanations and ideas concerning science. Pupils present original questions and thoughts, improbable combinations of images, perceptions and arguments. Many elements of weather phenomena have been discussed and clarified (snow, rain, hail, wind, sun, moon, sky, etc.). These expressed cognitive representations make pupils receptors of multiple visual stimulations which result in the evolvement of visual concepts. This procedure adds up to pupils’ thinking as pupils in those ages think using mental images. There are cases when the term itself doesn’t mean anything for a pupil while the recall of a familiar visual stimulation plays a significant role. Nevertheless children with presenting an important activation of spatial intelligence seem to learn better and organize their knowledge through images and figures. Discussion and further perspectives The 3D-5I research model that puts together the cognitive, meta-cognitive and emotional dimensions of science teaching with five intelligences when used as an analysis matrix offers to classroom interactions a new dynamic perspective to study pupils’ argumentation. Our experience from the applied role-play indicates that the combined frameworks provide researchers with the potential to mark, classify, sort out, and evaluate the recorded skills and attitudes concerning scientific literacy that pupils present during applied activities. Additionally the 3D-5I research model may become a powerful tool for analyzing responses that have not directly been connected to disciplinary fields and especially to describe more fully what have often simply been referred to as ‘values’ underlying arguments and decision making.



In this paper, the comparative analysis of data recorded provided snapshots of the applied role-play that translate pupils’ actions into activated skills and attitudes to be evaluated. Role-playing creates a dynamic background for widening experiences and a way for educating future citizens to become sensitive, aware and mature. Role-playing teaches science in a more holistic multi-faceted way, while scientific ideas become more accessible, understandable, memorable and exciting. Pupils’ positive attitude towards role-play shows that this can be a fruitful and friendly teaching strategy, helping pupils to stop expecting science to be a difficult task. Regarding the activated segmental skills, abilities and attitudes that lie on the cognitive, meta-cognitive and emotional dimension of teaching and learning science, the 3D-5I analysis has shown a simultaneous activation of skills, abilities and attitudes that correspond to the five types of intelligences. For example, when pupils activate skills and attitudes of the cognitive dimension, they also activate skills and attitudes that lie on linguistic intelligence and interpersonal intelligence. Nevertheless, the activation of meta-cognitive skills and attitudes appears usually followed by the activation of linguistic, intrapersonal, bodily-kinesthetic and spatial skills. Finally, the activation of segmental skills and abilities of the emotional dimension reports the parallel activation of segmental skills and attitudes of intrapersonal, interpersonal and linguistic intelligences.

The 3D-5 I research model is an example of analysis matrixes that can be developed in order to monitor classroom data concerning the shift from traditional teaching to teaching in the context of scientific literacy. Such an analysis matrix brings forward the skills and attitudes encouraged during a teaching activity offering valuable information both for science teaching and for teacher-training. Nevertheless, new methodological approaches used in order to achieve teaching science for all can be evaluated while target skills developed in the classroom and the ways in which pupils are expected to learn can be reassessed in the context of analysis frameworks like the 3D-5I research model that we have developed and used.

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