Learning in "As-If" Worlds: Cognition in Drama in Education

Abstract

The field of drama in education has been developing a rich tradition of practice separate from the literature of educational and cognitive psychology. This article draws links between the practice of drama in education and cognitive theory, focusing specifically on the area of situated learning. Rather than confine learning to the context of the classroom setting, the pedagogy of drama in education seeks to frame learners within an "as-if" world. Within this context, the teacher creates frames containing scaffolding that allow legitimate peripheral participation of learners in roles that are developmentally appropriate. The author describes a comparative study in which students working within an "as-if" dramatic world achieved greater cognitive gains than students in a traditional classroom environment.