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Re-thinking Theorising About the Use of Drama, Theatre and Performance in Learning Science

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Learning Science Through Drama

Part of the book series: Contributions from Science Education Research ((CFSE,volume 11))

Abstract

Arguably drama as an artistic and more interpretive subject discipline is somewhat at odds with the substance and nature of science. Science is usually understood as an objective, factually imbued subject discipline that is taught in schools as an entity that cannot be interpreted in varying ways. Combining and developing a synergistic pedagogy that integrates these seemingly immiscible aspects of school learning is discussed in this chapter. There are currently multiple interpretations of the use of drama, the theatre and performance in the teaching and learning of science. This chapter consequently considers how precise use of key terms are important to avoid confounding educators and researchers wishing to replicate or reproduce drama pedagogy in science education. A model is offered that makes more explicit how the use of different types or forms of drama, theatre or performance can be more specifically considered. The chapter concludes with a call for more careful articulation of the ways that educators and researchers employ drama, theatre or performance in the teaching and learning of science.

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Correspondence to Delia Baskerville .

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Baskerville, D., McGregor, D., Bonsall, A. (2023). Re-thinking Theorising About the Use of Drama, Theatre and Performance in Learning Science. In: McGregor, D., Anderson, D. (eds) Learning Science Through Drama. Contributions from Science Education Research, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-031-17350-9_2

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  • DOI: https://doi.org/10.1007/978-3-031-17350-9_2

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-17349-3

  • Online ISBN: 978-3-031-17350-9

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