Dramatic Science is an invaluable tool for any teachers and primary science leaders who have classes of 5 10 year olds. It provides the busy professional with a range of tried and tested techniques to use drama as a support and aid to the teaching of science to young children.
The techniques within this book offer innovative and creative strategies for teaching a challenging area of the curriculum and broadening teachers own scientific knowledge and understanding.
All the strategies in this book have been shown to work effectively in a range of primary schools. The approaches described offer an inclusive and participatory way to teach science and the authors provide a pedagogical commentary on the ways that teachers have tried the techniques and how they have worked best. Reflective discussion on the strategies will include discussion about how the children have responded to these strategies and how the drama experiences have impacted on their learning.
This invaluable resource:-
Supports working and thinking scientifically
Develops critical and creative thinking
Scaffolds creative learning
Broadens teachers scientific knowledge and understanding
Enhances childrens understanding of science
Provides guidance on active and participatory learning
Can engage children and teachers at a variety of levels
Links science to real life
Heightens childrens application of science to different situations
Develops problem solving and enquiry skills
Enhances and extends speaking and listening skills
Any teachers wishing to hone their practice to motivate children and improve their science learning and attainment will find this an invaluable resource. It will also be useful for science leaders, specialist teachers and other professionals who are involved in supporting schools to improve the quality of learning in science and other subjects, trainee teachers and NQTs interested in developing creative learning in their classrooms.
|
|
|
vi | |
|
List of figures and tables |
|
|
ix | |
| Foreword |
|
xiii | |
| Acknowledgements |
|
xv | |
|
1 Introducing and defining dramatic science |
|
|
1 | (8) |
|
|
|
9 | (18) |
|
|
|
27 | (12) |
|
|
|
39 | (8) |
|
|
|
47 | (12) |
|
6 Freeze frame and tableau |
|
|
59 | (16) |
|
|
|
75 | (18) |
|
|
|
93 | (10) |
|
9 Mini historical plays and monologues |
|
|
103 | (24) |
|
|
|
127 | (10) |
|
|
|
137 | (14) |
|
12 Conceptual understandings developed through the dramatic approaches |
|
|
151 | (10) |
|
|
|
161 | (8) |
|
|
|
169 | (2) |
| Appendices |
|
171 | (58) |
| References and further reading |
|
229 | (4) |
| Index |
|
233 | |
Debra McGregor works in the School of Education at Oxford Brookes University. She has worked within primary, secondary and tertiary education, in both the USA and the UK. She has been involved in producing innovative curriculum materials as well as researching and writing about teaching and learning processes.
Wendy Precious works across the West Midlands as a Primary Science Education Consultant for Entrust (formerly Staffordshire LA). She is also a tutor for the Science Learning Centre, and a Hub Leader and Assessor for the Primary Quality Mark. She has developed effective and creative teaching resources, and coaches and mentors education professionals to reflect on and improve science learning within the classroom, the whole school and the local community.
