Chronicling innovative learning in primary classrooms: conceptualizing a theatrical pedagogy to successfully engage young children learning science

Abstract

This article reports on an innovative pedagogical approach devised to re-envigorate primary (elementary) teachers’ practice in the United Kingdom for older children. Learning science in elementary schools for 8–11 year olds (Key Stage 2 in England) has been constrained for several decades while teachers prepared them for national tests. The recent demise of these high stakes assessments (for the 11 year olds) has opened up creative space to enable re-development of the ways that science is taught and learnt. This article describes how an innovative approach to teaching science to more mature primary children can be developed through the application of theatrical techniques. Dramatizing science can offer a more lively, none traditional way to learn, that can appeal to and involve all children in a science classroom. In this study, 17 teachers from 12 Staffordshire schools experimented with these new pedagogical approaches to explore how they might enhance their practice and augment their children’s learning. Reflective journal extracts, field notes, informal discussions, interviews and classroom observations indicated how successfully the thespian techniques were applied. Findings indicate that dramatizing science learning through various means that encourage social interaction, improvisation and reflection on historical narratives appears to not only engage and motivate learners but also aid them in grasping more challenging conceptual and procedural ideas.

Keywords:

• learning science
• innovative
• drama
• pedagogy

View correction statement:

Erratum

Acknowledgements

Astra Zeneca Science Teaching Trust for funding the Dramatic Science projects that underpinned the teacher’s professional development. The Staffordshire and Stoke-on-Trent schools involved, Wendy Precious and Jill Rezzano for supporting the project.

Notes

1. From Oxford Brookes University (formerly the Unversity of Wolverhampton).

2. From Staffordshire LA.

3. From Newcastle Under Lyme Theatre.

Additional information

Notes on contributors

Debra McGregor

Debra McGregor is a professor (in Learning and Developing Pedagogy) at Oxford Brookes University. She has been involved in teacher education for more than 20 years. She has worked with teachers, pre-service teachers, post-graduates, masters and doctoral students in the United Kingdom and the United States. Her particular research interests include science education and the processes of teaching and learning.