Description
Book SynopsisThis edited volume presents interdisciplinary and transdisciplinary approaches to drama and science in education. Drawing on a solid basis of research, it offers theoretical backgrounds, showcases rich examples, and provides evidence of improved student learning and engagement. The chapters explore various connections between drama and science, including: students’ ability to engage with science through drama; dramatising STEM; mutuality and inter-relativity in drama and science; dramatic play-based outdoor activities; and creating embodied, aesthetic and affective learning experiences. The book illustrates how drama education draws upon contemporary issues and their complexity, intertwining with science education in promoting scientific literacy, creativity, and empathetic understandings needed to interpret and respond to the many challenges of our times. Findings throughout the book demonstrate how lessons learned from drama and science education can remain discrete yet when brought together, contribute to deeper, more engaged and transformative student learning.
Table of Contents1. Setting the stage.- 2. Responding to climate change: developing primary students’ capability to engage with science through drama.- 3. Using dramatic inquiry to mediate pre-service teachers’ conceptualization of sustainable development.- 4. Dramatising the S and the M in STEM.- 5. Veg-in? A Copernican shift in our dreams? Making ornaments from human parts? A small island counselling session?.- 6. Mutuality and inter-relativity in drama and science.- 7. Ice Age is approaching: Triggering students’ interest in gamified outdoor rough play activities.- 8. The role of embodied metaphor in art (drama)/science education.- 9. “This is the funniest lesson”: The production of positive emotions during role play in the middle years science classroom.- 10. Dramatic and Undramatic Emotional Energy: Creating aesthetic and emotive learning experiences in science classrooms.- 11. Exploring Contemporary and Controversial issues in Science: The question of stem cell therapies and tourism.- 12. School is everywhere: the pedagogical possibilities of imaginative scientific inquiry.- 13. Does being positioned in an expert scientist role enhance 11-13 year-old students’ perceptions of themselves as scientists?.- 14. Meaning in the Middle: Middle School Science and Drama.- 15. Stories from History.- 16. Australian Women in Science.- 17. Science, Drama and the Aesthetic.
