Drama in Science Education (in Israel)
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Drama in Science Education (in Israel) Ran Peleg Department of Education in Technology and Science Technion – Israel Institute of Technology
description
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?. TEACHER PD. ATOM SURPRISE. Who am I? Where am I from?. Haifa. Rationale. - PowerPoint PPT Presentation
Transcript of Drama in Science Education (in Israel)
Drama in Science Education (in Israel)
Ran PelegDepartment of Education in Technology
and ScienceTechnion – Israel Institute of Technology
Who am I? Where am I from?
ATOM SURPRISE
TEACHERPD
Who am I? Where am I from?
Haifa
Rationale
(Osborne, Simon & Collins, 2003; Osborne & Dillon, 2008)
Innovative
methods to
address low
motivation
Interest of young people drop
Less students choose science
Interest of young people drop
Less students choose science
Rationale
(Osborne, Simon & Collins, 2003; Osborne & Dillon, 2008)
Human
Socially relevant
Appealing
Humanistic science education
(Stinner, 1995)
Narrative
Stories
Affect
Drama
Humanistic science education
(Alsop, 2001; Hadzigeorgiou, 2006; Millar & Osborne, 1998; Ødegaard, 2003)
Advantages of drama
"contemporary obsession [of youth] with celebrity". (Osborne and Dillon, 2008 )
Emotional involvement(Begoray & Stinner, 1995; McSharry & Jones, 2000;
Ødegaard , 2003)Bridge the gap between science and the humanities
(Begoray and Stinner, 1995)Holistic learning experience
Characterisation of drama in science education
Characterisation of drama in science education according to Ødegaard (2003): A. The Science content (following Sjøberg)
1. Science as a product2. The process and nature of science3. Science as an institution in society
B. Characteristics of the theatrical component1. Structured vs. improvised plays2. Teacher directed vs. student directed3. Presentational vs. experiential plays
Demonstrations Explanations
(Ødegaard , 2003)
Improvised ↔ StructuredStudent directed
↔ Teacher/Actor directed
Experiential ↔ Presentational
) Ødegaard , 2003(
ScienceNature of ScienceScience in society
) Ødegaard , 2003(
Characterisation
DemonstrationsExplanations
Improvised ↔ StructuredStudent directed
↔ Teacher/Actor directed
Experiential ↔ Presentational
) Ødegaard , 2003(
ScienceNature of ScienceScience in society
Characterisation
) Ødegaard , 2003(
DemonstrationsExplanations
) McSharry and Jones, 2000(
Improvised ↔ StructuredStudent directed
↔ Teacher/Actor directed
Experiential ↔ Presentational
) Ødegaard , 2003(
Characterisation
) Ødegaard , 2003(
DemonstrationsExplanations
ScienceNature of ScienceScience in society
End of year
project
Some recent projectsAtom surprise
•Play on the topic of matter
Some recent projectsTeacher professional development
•Teacher as an actor•Science-drama activities for the
classroom
Some recent projectsTeacher 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 projectsEnd 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
Drama in Science Education (in Israel)
Ran Peleg
Department of Education in Technology and Science
Technion – Israel Institute of Technology
THE END
Drama in Science Education (in Israel)
Ran PelegDepartment of Education in Technology
and ScienceTechnion – Israel Institute of Technology
Additional slides..
(Ødegaard , 2003)
Improvised ↔ StructuredStudent directed
↔ Teacher/Actor directed
Experiential ↔ Presentational
) Ødegaard , 2003(
ScienceNature of ScienceScience in society
Characterisation
DemonstrationsExplanations
) Ødegaard , 2003(
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