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Examining the use of drama to develop epistemological understanding about the nature of science: a collective case from experience in New Zealand and England
International Journal of Science Education, Part B Pub Date : 2019-03-28 , DOI: 10.1080/21548455.2019.1585994
D. McGregor 1 , D. Baskerville 2 , D. Anderson 2 , A. Duggan 1
Affiliation  

ABSTRACT Understanding the nature of science (NoS) is perplexing for young children because it is concerned with not only understanding how evidence is generated but also what kind of meanings can be made from information collected. However, acting as a scientist-in-role, making independent decisions about what information to collect and deciding how to go about it, can enable students to experience scientific practices that empower them to better appreciate and understand the NoS. This paper illustrates how drama processes, in two international settings in Wellington, New Zealand and Oxford, United Kingdom encouraged nine to ten-year-old children to engage in the scientific ‘as-if’ world. The data collected from these two locations was analysed deductively to illustrate how working-in-role can influence the nature of learning and shape the scientific practices experienced that consequently inform how the NoS is understood. The children in Wellington (New Zealand) worked in-role as atmospheric scientists to design a reduced-emissions race track. The class in Oxford (UK) adopted the role of technological scientists theorising about properties of materials to create and test original carriers designed to transport a range of everyday objects. How drama promoted working-in-role to experience scientific practices supporting the understanding of the NoS, are discussed. The findings suggest that being in-role as a scientist offered learners various opportunities to be agentive, to think and act scientifically, better appreciate the nature of work that scientists do and consequently appreciate the NoS.

中文翻译:

考察使用戏剧发展对科学本质的认识论理解:来自新西兰和英国的集体案例

摘要对于幼儿来说,理解科学的本质令人困惑,因为它不仅关注理解证据是如何产生的,而且还涉及从收集到的信息中可以得出什么样的含义。但是,扮演角色科学家的角色,就收集哪些信息做出独立决定并决定如何处理,可以使学生体验科学实践,使他们能够更好地理解和理解NoS。本文阐述了在新西兰的惠灵顿和英国牛津的两个国际环境中,戏剧的发展过程是如何鼓励九至十岁的孩子参与科学的“视若世界”的。对从这两个位置收集的数据进行了演绎分析,以说明角色扮演如何影响学习的本质并塑造所经历的科学实践,从而为如何理解NoS提供参考。惠灵顿(新西兰)的孩子们在大气科学家中担任过角色,设计了减排量的赛道。牛津大学(英国)的课程采用了技术科学家对材料特性进行理论化的作用,以创建和测试旨在运输各种日常物品的原始运输工具。讨论了戏剧如何促进角色扮演来体验支持对NoS理解的科学实践。研究结果表明,作为科学家的角色扮演为学习者提供了各种机会,使他们能够发挥代理作用,进行科学思考和采取行动,
更新日期:2019-03-28
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