Meeting Linnaeus: improving comprehension of biological classification and attitudes to plants using drama in primary science education

ABSTRACT

Background

Children’s interest in science is known to decline around the upper primary age, and botanical topics are unpopular with students. Drama in education has the potential to increase motivation and interest in school science.

Purpose

The study examined the impact of immersive drama on knowledge about biological classification and attitudes towards plants. The drama workshop, informed by the life of eighteenth century biologist Linnaeus, included inquiry-based learning with living plants.

Sample

Four primary schools in Devon, UK were recruited for the study and a total of 108 students (aged 10–11 years) took part.

Design and Methods

A mixed methods approach was adopted. Quantitative analysis of pre- and post-intervention knowledge and attitudinal assessment was combined with qualitative analysis of semi-structured interviews which made use of emerging theme analysis with a priori categories.

Results

Pre- and post-intervention tests indicated increases in knowledge as well as positive attitudes towards plants. Questionnaires and interviews identified elements that were particularly beneficial for learning and enjoyment, namely the sensorial experiences with plants, physical drama games, authentic problem-solving activities and the overall participatory nature of the workshop.

Conclusions

The drama workshop produced measurable positive gains in learning and attitudes in school science. The participatory aspects of the drama and the experiences with live plants, contributed to the successful outcomes of the study.

KEYWORDS:

• Drama
• arts
• attitudes
• primary science
• plants

Acknowledgments

This work was supported by the Linnean Society London’s Appleyard Fund and The Wildflower Society. With thanks to all teachers and students that participated in this study. With thanks to Dr Michael Verde for assistance with interview data analysis.

Disclosure statement

No potential conflict of interest was reported by the author.

Supplementary Material

Supplemental data for this article can be accessed at https://doi.org/10.1080/02635143.2019.1605347

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by the The Wildflower Society [Small Grants];Linnean Society of London [Appleyard Fund].