Dramatising Science Learning: Findings from a pilot study to re-invigorate elementary science pedagogy for five- to seven-year olds

Abstract

This article reports on a pilot intervention that helped teachers of five- to seven-year-old pupils (re)develop their practice to teach science in a more active and participatory way. Science is sometimes perceived as elitist, accessible to only the most able. Drama, however, offers a more lively, none traditional way to learn, that can appeal to, and involve all children in a science classroom. Dramatising science learning appears not only to promote engaging learning activity, but also to support children to conceptually grasp challenging ideas. In this study, 20 teachers from 10 Staffordshire schools experimented with new pedagogical approaches to enhance their practice. Reflective journal extracts, interviews and classroom observations indicated how the drama was enacted and augmented teachers’ scientific understanding. A survey and several focus group discussions were carried out to explore how over 200 children (that responded) felt about learning through drama. There were many success stories, but some aspects of the approach required more development than others.

Keywords:

• Learning
• Pedagogy
• Drama

Acknowledgements

Without funding from Astra Zeneca Science Teaching Trust, this project would not have been possible. The author would also like to gratefully thank Wendy Precious (Staffordshire, LA), Sarah Richardson (New Victoria Theatre, Newcastle-under-Lyme), all the schools (Barnfields, Berkswich, Dovebank, Heathfields, Knutton, Knypersly, St John's, St Peter's, The Grove and Thomas Russell) and Liz Coleyshaw (Wolverhampton University) involved in supporting this project.