Drama in Science Education in Israel Ran Peleg
- Slides: 22
Drama in Science Education (in Israel) Ran Peleg Department of Education in Technology and Science Technion – Israel Institute of Technology
Who am I? Where am I from? ATOM SURPRISE TEACHER PD
Who am I? Where am I from? Haifa
Rationale Less students choose science Interest of young people drop Innovative methods to address low motivation (Osborne, Simon & Collins, 2003; Osborne & Dillon,
Rationale Interest of young people drop Less students choose science (Osborne, Simon & Collins, 2003; Osborne & Dillon,
Humanistic science education Human Appealing Socially relevant (Stinner, 1995)
Humanistic science education Narrative Drama Stories Affect (Alsop, 2001; Hadzigeorgiou, 2006; Millar & Osborne, 1998; Ødegaard,
Advantages of drama Emotional involvement (Begoray & Stinner, 1995; Mc. Sharry & Jones, 2000; Ødegaard , 2003) Bridge the gap between science and the humanities (Begoray and Stinner, 1995) Holistic learning experience "contemporary obsession [of youth] with celebrity". (Osborne and Dillon, 2008 )
Characterisation of drama in science education � Characterisation of drama in science education according to Ødegaard (2003): The Science content (following Sjøberg) A. 1. 2. 3. Science as a product The process and nature of science Science as an institution in society Characteristics of theatrical component B. 1. 2. 3. Structured vs. improvised plays Teacher directed vs. student directed Presentational vs. experiential plays � Demonstrations � Explanations
Characterisation Structured Teacher/Actor directed ) Ødegaard , 2003( Presentational ↔ ↔ ↔ Improvised Student directed Experiential (Ødegaard , 2003) Science Nature of Science in society (Ødegaard , 2003) Demonstrations Explanations
Characterisation Structured Teacher/Actor directed Presentational ↔ ↔ ↔ Improvised Student directed Experiential (Ødegaard , 2003) Science Nature of Science in society (Ødegaard , 2003) Demonstrations Explanations (Mc. Sharry and Jones, 2000)
Characterisation Structured Teacher/Actor directed Presentational ↔ ↔ ↔ Improvised Student directed Experiential (Ødegaard , 2003) Science Nature of Science in society (Ødegaard , 2003) End of year project Demonstrations Explanations
Some recent projects Atom surprise Play on the topic of matter •
Some recent projects Teacher professional development Teacher as an actor • Science-drama activities for the • classroom
Some recent projects Teacher 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 projects End 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
THE END Drama in Science Education (in Israel) Ran Peleg Department of Education in Technology and Science Technion – Israel Institute of Technology
Drama in Science Education (in Israel) Ran Peleg Department of Education in Technology and Science Technion – Israel Institute of Technology
Additional slides. .
Characterisation Structured Teacher/Actor directed ) Ødegaard , 2003( Presentational ↔ ↔ ↔ Improvised Student directed Experiential (Ødegaard , 2003) Science Nature of Science in society (Ødegaard , 2003) Demonstrations Explanations
