British Educational Research Journal · 2014 · 74 citations · 57 references
Science EducationScience TeachingEducationPeter BrookScience StudyChildren's LiteratureDrama TheoryTheatre HistoryDramaTheatre ArchitectureScientific LiteracyLearning SciencesTheatreEmpty SpaceTheatre TechnologyInteractive StorytellingScenographyHumanitiesSpace EducationPlaywritingArtsTheatre Study
Constructivist teaching methods such as drama are promoted for science learning, with role plays claimed to enhance concept understanding, the nature of science, and its societal relevance, yet a theoretical integration of drama and science education remains underdeveloped. The article proposes a new theoretical model by applying Peter Brook’s concept of the theatre as the “empty space” to better understand and research drama activities used to teach science. The authors illustrate this model with a physical role‑play example that grounds Brook’s empty‑space framework in a concrete teaching scenario. The paper concludes by outlining several directions for future research on drama in science education. This work is a dissertation from the University of Oslo.
Constructivist teaching methods such as using drama have been promoted as productive ways of learning, especially in science. Specifically, role plays, using given roles or simulated and improvised enactments, are claimed to improve learning of concepts, understanding the nature of science and appreciation of science's relationship with society (Ødegaard 2001, Unpublished Dr. scient., Dissertation, University of Oslo). So far, theorisation of drama in learning, at least in science, has been lacking and no attempt has been made to integrate drama theory in science education with that of theatre. This article draws on Peter Brook's notion of the theatre as the ‘ empty space ’ (Brook 1968, The empty space , Harmondsworth, Penguin Books) to provide a new theoretical model acting as a lens through which drama activities used to teach science can be better understood and researched. An example of a physical role play is used to ground the theory. The paper concludes by suggesting areas for further research.
57
Constructing Scientific Knowledge in the Classroom
R. Driver, Hilary Asoko, John Leach et al. · Educational Researcher · 1994 · 1.7K citations