Student teachers using drama to teach science in grade 7
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Teaching science using drama: impacts of student teachers’ lessons Martin Braund Cape Peninsula University of Technology (South Africa) and the University of York (UK) ESERA, Helsinki, September 2015 1
Transcript of Student teachers using drama to teach science in grade 7
Teaching science using drama: impacts of student teachers’ lessons
Martin BraundCape Peninsula University of Technology (South Africa) and
the University of York (UK)
ESERA, Helsinki, September 2015
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Drama in science: An international effort
Resources and theory formation
Case study research with student teachers (drama majors / science majors)
Scaled-up research in drama pedagogy
Training for student teachers and teachers?
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45 drama-based activities in Life and Physical Sciences (whole lessons and parts of lessons)
Advice on planning, avoiding misconceptions and ‘warm-ups’
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The concepts simulated in this role-play are:
Fertilisation (mixing of genetic information from sperm and egg)Entry of sperm nucleus across ovum membraneGenetic determination of genderOvum wall forming a barrier to non-fertilising sperm cells
Performing Science, Bloomsbury, 2012
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Theoretical model
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The learner’s world of knowing
The science world of knowing
Cognitive dissonance
Drama ‘space’
Drama task type
Drama task design
Teacher confidence and skill
Pupil efficacy and attitude
A teacher efficacy aspect. To uncover perceptions and dispositions of science teachers to ways of using drama to teach science.
A learner efficacy aspect. To explore the perceptions and dispositions of learners to uses of drama to help them learn science.
A pedagogical aspect. To identify critical moments in teachers’ practices in using drama (of planning, task selection and design, teaching and evaluation) contributing to successful learning in science.
An attainment aspect. To assess the impact of using drama to teach science on learners’ knowledge and understanding of taught concepts.
Research questions:
Pedagogical aspect:
What are critical episodes in science student teachers’ lessons using simulated drama role plays to improve learners’ science knowledge?
Attainment aspect:
What is the impact of science student teachers’ lessons using drama on learners’ science knowledge?
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The study at CPUT
Six BEd student teachers (STs) majoring in physical and life sciences
Anthea, Stacey, Elroy, Kim, Zukiswa and Ayanda Each taught two lessons on the same concepts to two similar classes of the same grade. One using drama, the other a ‘normal’ lesson
Data from: STs’ Lesson plans and learning logs Video of drama lessons and researchers’ notes Pre- and post-lesson interviews with STs Post-lesson interviews with (class teachers) and groups of learners
Post-lesson tests of learners’ knowledge and understanding (in the content area taught)
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Analysis of critical episodes in lessons
Tripp’s Critical Analysis of Reflective Practice in Teaching (Tripp, 1993)
‘Critical Episodes’ rather than Tripp’s ‘Critical Incidents’
“Decisions and actions by the teacher (student teachers in this study) that are fundamental in establishing or progressing learning’. Critical episodes can be positive, enabling meaning making and establishing links between actions and concepts, or negative, in cases where they hinder or prevent effective learning.”
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Findings
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Effect Sizes
ST Topic Critical Episodes (positive +/negative -)
Drama School Test
Anthea
Sound-hearing
3+ (environment, modelling, supporting)6- (relevance, linking, SK, groups, timing, inclusion)
+0.55
+0.15
Stacey
Energy types and changes
5+ (environment, timing, linking[2], extension)6- (autonomy, inclusion, actions, SK, linking , extension)
-0.25 -1.5
Elroy Energy types and sources
3+ (environment, collaboration, suitability)3- (suitability, linking[2])
+0.35
+0.01
Kim Cell nucleus
6+ (environment, roles, support, linking [3])2- (inclusion, SK)
+0.43
-0.26
Zukiswa
Plant and animal cells
4+ (environment, linking, assessment, consolidation)6- (SK [2], autonomy, suitability [2], timing)
-0.89
-0.74
Ayanda
Human fertilisation
2+ (environment, linking)10- (SK [2], suitability [3], association, inclusion, sequencing, assessment)
-0.23
-0.02
Conclusions
• Drama can have significant impact on learning science concepts And might even have power to transcend poor pedagogy
• These STs used the learning environment well and allowed some learner autonomy in group work
• The power of drama to link to science concepts is not often fully realised Inappropriate analogies or over-contextualised instances
Weaknesses in subject knowledge
• Learners could/should be given more autonomy in devising, performing and critiquing each other’s dramas
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Implications: an agenda for better training?
• Drama should included in method workshops for science majors in each year of a 4-year BEd course (and not just in year one as at present in our university).
• First contacts with drama in year one should clearly promote the types of drama in education and their differences from performance drama, particularly their power to make abstract concepts more understandable.
• Better progression in drama activity, from more scripted drama and role-plays to open, learner-controlled and designed simulations built into the four year programme so that student teacher confidence is built towards using more open methods.
• Student teachers’ lesson plans should contain specific sections where they summarise how links will be made between science ideas and learners’ actions and movements.
• All students, particularly those disadvantaged by their previous personal experiences of education, should be given specific subject knowledge support to help plan and execute lessons using drama.
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Student teachers using drama to teach science in grade 7DOI: 10.13140/RG.2.1.1434.9286
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Thank you
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