Figures & data
Figure 1. Forms of organisation in ‘dramatic scene’ activities (Ødergaard, Citation2003, p.79).
![Figure 1. Forms of organisation in ‘dramatic scene’ activities (Ødergaard, Citation2003, p.79).](/cms/asset/91a264aa-1b6f-4ebc-be1e-734965324e0c/crst_a_2336623_f0001_b.gif)
Figure 2. A model of learning science through drama (Braund Citation2015, p.111).
![Figure 2. A model of learning science through drama (Braund Citation2015, p.111).](/cms/asset/6a620adf-6cdf-40e9-9fc5-929562b48826/crst_a_2336623_f0002_b.gif)
Figure 3. Triangle of multi-level thought in science, based on Johnstone (Citation2010, p. 24).
![Figure 3. Triangle of multi-level thought in science, based on Johnstone (Citation2010, p. 24).](/cms/asset/72bb197c-d68d-4c5a-a6c5-e806217f4bc8/crst_a_2336623_f0003_b.gif)
Figure 4. Example of a simple organic reaction mechanism representing the nucleophilic substitution of bromomethane.
![Figure 4. Example of a simple organic reaction mechanism representing the nucleophilic substitution of bromomethane.](/cms/asset/e6bd6d8c-d7ae-4895-ac3d-dc5c3a18b83b/crst_a_2336623_f0004_b.gif)
Figure 6. A sample of a kit of ‘props’ provided to use when representing one of the reaction mechanisms, typical of those used in phases 1 and 2 of the study.
![Figure 6. A sample of a kit of ‘props’ provided to use when representing one of the reaction mechanisms, typical of those used in phases 1 and 2 of the study.](/cms/asset/a548620a-dd49-4dc3-9528-27b832700643/crst_a_2336623_f0006_b.gif)
Figure 8. Diagnostic question used in phase 3 of the study. Otter (Citation2020, p. 368).
![Figure 8. Diagnostic question used in phase 3 of the study. Otter (Citation2020, p. 368).](/cms/asset/aca39de6-e9c0-4166-8717-006e05e792a0/crst_a_2336623_f0008_b.gif)
Table 1. An example of how the examination board mark scheme and the fine grain mark scheme are linked.
Figure 9. The relationship between the macro, sub-micro, and symbolic levels in the drama lessons and how they support each other to strengthen conceptual understanding. Adapted from Johnstone (Citation2010, p. 24).
![Figure 9. The relationship between the macro, sub-micro, and symbolic levels in the drama lessons and how they support each other to strengthen conceptual understanding. Adapted from Johnstone (Citation2010, p. 24).](/cms/asset/b32e865b-568a-4cfc-8aff-5d7bc01d132a/crst_a_2336623_f0009_b.gif)
Figure 10. A model for learning science through drama, based on a modified Braund (Citation2015, p. 111).
![Figure 10. A model for learning science through drama, based on a modified Braund (Citation2015, p. 111).](/cms/asset/cde7c88f-9f11-45ab-830b-4e7728fe079f/crst_a_2336623_f0010_b.gif)