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Drama in Science Education (in Israel) Ran Peleg Department of Education in Technology and Science Technion – Israel Institute of Technology.

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Presentation on theme: "Drama in Science Education (in Israel) Ran Peleg Department of Education in Technology and Science Technion – Israel Institute of Technology."— Presentation transcript:

1 Drama in Science Education (in Israel) Ran Peleg Department of Education in Technology and Science Technion – Israel Institute of Technology

2 Who am I? Where am I from? ATOM SURPRISE TEACHER PD

3 Who am I? Where am I from? Haifa

4 Rationale (Osborne, Simon & Collins, 2003; Osborne & Dillon, 2008) Innovative methods to address low motivation Interest of young people drop Less students choose science

5 Interest of young people drop Less students choose science Rationale (Osborne, Simon & Collins, 2003; Osborne & Dillon, 2008)

6 Human Socially relevant Appealing Humanistic science education (Stinner, 1995)

7 Narrative StoriesAffectDrama Humanistic science education (Alsop, 2001; Hadzigeorgiou, 2006; Millar & Osborne, 1998; Ødegaard, 2003)

8 Advantages of drama "contemporary obsession [of youth] with celebrity". (Osborne and Dillon, 2008 ) Emotional involvement (Begoray & Stinner, 1995; McSharry & Jones, 2000; Ødegaard, 2003) Bridge the gap between science and the humanities (Begoray and Stinner, 1995) Holistic learning experience

9 Characterisation of drama in science education Characterisation of drama in science education according to Ødegaard (2003): A. The Science content (following Sjøberg) 1. Science as a product 2. The process and nature of science 3. Science as an institution in society B. Characteristics of the theatrical component 1. Structured vs. improvised plays 2. Teacher directed vs. student directed 3. Presentational vs. experiential plays Demonstrations Explanations

10 (Ødegaard, 2003) Improvised↔Structured Student directed↔Teacher/Actor directed Experiential↔Presentational (Ødegaard, 2003) Science Nature of Science Science in society (Ødegaard, 2003) Characterisation Demonstrations Explanations

11 Improvised↔Structured Student directed↔Teacher/Actor directed Experiential↔Presentational (Ødegaard, 2003) Science Nature of Science Science in society Characterisation (Ødegaard, 2003) Demonstrations Explanations (McSharry and Jones, 2000)

12 Improvised↔Structured Student directed↔Teacher/Actor directed Experiential↔Presentational (Ødegaard, 2003) Characterisation (Ødegaard, 2003) Demonstrations Explanations Science Nature of Science Science in society End of year project

13 Some recent projects Atom surprise Play on the topic of matter

14 Some recent projects Teacher professional development Teacher as an actor Science-drama activities for the classroom

15 Some recent projects Teacher professional development Elements of theatre and drama Presence on stage Physical theatre Science as a product activities Science in society activities Final project

16 Some recent projects End of year science-drama project Activity to summarise a topic learnt during the year Process included: Choosing and researching the science content Choosing the characters and the general format Writing the script Rehearsals Students were expected to do most of the work independently between meetings

17 Drama in Science Education (in Israel) Ran Peleg Department of Education in Technology and Science Technion – Israel Institute of Technology THE END

18 Drama in Science Education (in Israel) Ran Peleg Department of Education in Technology and Science Technion – Israel Institute of Technology

19 Additional slides..

20 (Ødegaard, 2003) Improvised↔Structured Student directed↔Teacher/Actor directed Experiential↔Presentational (Ødegaard, 2003) Science Nature of Science Science in society Characterisation Demonstrations Explanations (Ødegaard, 2003)

21

22 האזור הפוסטסינפטי הסינפסה האזור הפרהסינפט י


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