Abstract
This article outlines some of the findings based on a study by three teachers and a university academic of role play in the teachers' classes. The study focuses on the results of role plays undertaken with students in mixed ability classes from three high schools in New South Wales. Role plays, where students play parts in scientific phenomena such as the electrons in an electric circuit or molecules from food in digestion, are not new to science education. But, what happens when students participate in role plays in science? In this report it is suggested that simulation-role-play may allow students to demonstrate their understanding, explore their views and develop deeper understanding of phenomena. A strategy for using analogical analysis in simulation-role play is suggested but concerns are raised about the students' capacity to distinguish role play from the subject matter being studied.
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Aubusson, P., Fogwill, S., Barr, R. et al. What happens when students do simulation-role-play in science?. Research in Science Education 27, 565–579 (1997). https://doi.org/10.1007/BF02461481
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DOI: https://doi.org/10.1007/BF02461481