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Science and dramacontemporary and cr...

Raphael, Jo.

Science and dramacontemporary and creative approaches to teaching and learning /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Science and dramaedited by Peta J White, Jo Raphael, Kitty van Cuylenburg.
Reminder of title:	contemporary and creative approaches to teaching and learning /
other author:	White, Peta J.
Published:	Cham :Springer International Publishing :2021.
Description:	xiv, 272 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	ScienceStudy and teaching
Online resource:	https://doi.org/10.1007/978-3-030-84401-1
ISBN:	9783030844011$q(electronic bk.)

Science and dramacontemporary and creative approaches to teaching and learning /
Science and dramacontemporary and creative approaches to teaching and learning /[electronic resource] :edited by Peta J White, Jo Raphael, Kitty van Cuylenburg. - Cham :Springer International Publishing :2021. - xiv, 272 p. :ill., digital ;24 cm.

1. Setting the stage -- 2. Responding to climate change: developing primary students' capability to engage with science through drama -- 3. Using dramatic inquiry to mediate pre-service teachers' conceptualization of sustainable development -- 4. Dramatising the S and the M in STEM -- 5. Veg-in? A Copernican shift in our dreams? Making ornaments from human parts? A small island counselling session? -- 6. Mutuality and inter-relativity in drama and science -- 7. Ice Age is approaching: Triggering students' interest in gamified outdoor rough play activities -- 8. The role of embodied metaphor in art (drama)/science education -- 9. "This is the funniest lesson": The production of positive emotions during role play in the middle years science classroom -- 10. Dramatic and Undramatic Emotional Energy: Creating aesthetic and emotive learning experiences in science classrooms -- 11. Exploring Contemporary and Controversial issues in Science: The question of stem cell therapies and tourism -- 12. School is everywhere: the pedagogical possibilities of imaginative scientific inquiry -- 13. Does being positioned in an expert scientist role enhance 11-13 year-old students' perceptions of themselves as scientists? -- 14. Meaning in the Middle: Middle School Science and Drama -- 15. Stories from History -- 16. Australian Women in Science -- 17. Science, Drama and the Aesthetic.

This edited volume presents interdisciplinary and transdisciplinary approaches to drama and science in education. Drawing on a solid basis of research, it offers theoretical backgrounds, showcases rich examples, and provides evidence of improved student learning and engagement. The chapters explore various connections between drama and science, including: students' ability to engage with science through drama; dramatising STEM; mutuality and inter-relativity in drama and science; dramatic play-based outdoor activities; and creating embodied, aesthetic and affective learning experiences. The book illustrates how drama education draws upon contemporary issues and their complexity, intertwining with science education in promoting scientific literacy, creativity, and empathetic understandings needed to interpret and respond to the many challenges of our times. Findings throughout the book demonstrate how lessons learned from drama and science education can remain discrete yet when brought together, contribute to deeper, more engaged and transformative student learning.

ISBN: 9783030844011$q(electronic bk.)

Standard No.: 10.1007/978-3-030-84401-1doiSubjects--Topical Terms:

456109
Science
--Study and teaching

LC Class. No.: Q181 / .S35 2021

Dewey Class. No.: 507.1

Science and dramacontemporary and creative approaches to teaching and learning /
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505 0 $a 1. Setting the stage -- 2. Responding to climate change: developing primary students' capability to engage with science through drama -- 3. Using dramatic inquiry to mediate pre-service teachers' conceptualization of sustainable development -- 4. Dramatising the S and the M in STEM -- 5. Veg-in? A Copernican shift in our dreams? Making ornaments from human parts? A small island counselling session? -- 6. Mutuality and inter-relativity in drama and science -- 7. Ice Age is approaching: Triggering students' interest in gamified outdoor rough play activities -- 8. The role of embodied metaphor in art (drama)/science education -- 9. "This is the funniest lesson": The production of positive emotions during role play in the middle years science classroom -- 10. Dramatic and Undramatic Emotional Energy: Creating aesthetic and emotive learning experiences in science classrooms -- 11. Exploring Contemporary and Controversial issues in Science: The question of stem cell therapies and tourism -- 12. School is everywhere: the pedagogical possibilities of imaginative scientific inquiry -- 13. Does being positioned in an expert scientist role enhance 11-13 year-old students' perceptions of themselves as scientists? -- 14. Meaning in the Middle: Middle School Science and Drama -- 15. Stories from History -- 16. Australian Women in Science -- 17. Science, Drama and the Aesthetic.
520 $a This edited volume presents interdisciplinary and transdisciplinary approaches to drama and science in education. Drawing on a solid basis of research, it offers theoretical backgrounds, showcases rich examples, and provides evidence of improved student learning and engagement. The chapters explore various connections between drama and science, including: students' ability to engage with science through drama; dramatising STEM; mutuality and inter-relativity in drama and science; dramatic play-based outdoor activities; and creating embodied, aesthetic and affective learning experiences. The book illustrates how drama education draws upon contemporary issues and their complexity, intertwining with science education in promoting scientific literacy, creativity, and empathetic understandings needed to interpret and respond to the many challenges of our times. Findings throughout the book demonstrate how lessons learned from drama and science education can remain discrete yet when brought together, contribute to deeper, more engaged and transformative student learning.
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