Abstract
Central to this chapter is a transdisciplinary approach to teaching and learning that brings drama and science together for exploring controversial issues. The authors are teacher educators, one from a drama education background and the other from science and environmental education. They engaged in an interactive method of studying and improving professional practice as they developed the drama-based approach to teaching about controversial issues. The research applied self-study of teaching practice methodology to explore collaborative teaching sequence construction focusing on controversial issues implicated in stem cell research. The research was part of the Reconceptualising Mathematics and Science Teacher Education Programs (ReMSTEP) project (a multi-university project funded to reinvigorate teacher education practices from 2014 to 2017 in Victoria, Australia). The collaboration between pre-service teachers with science expertise, teacher educators, and a stem cell scientist resulted in the development of two teaching and learning sequences, presented on-line for teachers of senior secondary biology. Sequence one focused on the content knowledge needed to know what a stem cell is and how stem cell biology enables research into various stem cell therapies. Sequence two harnessed drama pedagogies that enabled deepening understandings of various controversial issues implicated in stem cell research. Students were supported to investigate and play out the spectrum of views stakeholders may hold towards emerging stem cell research practices and resulting therapies. Pre-service teachers reported an appreciation for the insights they gained into stakeholder perspectives through the experience of the drama approach. They benefited from seeing teacher educators model pedagogical and research initiatives, and reported being able to reflect on the potential of drama in their future teaching of science. This chapter articulates the benefits of transdisciplinary collaboration and describes the ways drama can work as an embodied and affective pedagogy, fostering empathy and allowing for understanding of multiple perspectives through critical exploration of controversial issues in science.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Abed, O. H. (2016). Drama-based science teaching and its effect on students’ understanding of science concepts and their attitudes towards science learning. International Education Studies, 9(10), 163–173.
ACARA. (n.d.). Structure: The three interrelated strands of science. https://www.australiancurriculum.edu.au/f-10-curriculum/science/structure/. Accessed 20 May 2022.
ACARA: General Capabilities. (2020). Ethical understanding. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/ethical-understanding/. Accessed 18 June 2022.
Andersen, C. (2004). Learning in ‘as if’ worlds: Cognition in drama in education. Theory Into Practice, 43(4), 281–286.
Australian Curriculum and Reporting Authority (ACARA). (2013). Teacher professional standards. Australian Government. http://www.acara.edu.au/. Accessed 19 May 2022
Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian Professional Standards for Teachers. Australian Government. http://www.aitsl.edu.au/australian-professional-standards-for-teachers. Accessed 6 June 2022
Bachelard, G. (2001). The formation of the scientific mind. Clinamen Press. (Original work published 1934).
Bencze, L., Sperling, E., & Carter, L. (2012). Students’ research-informed socio-scientific activism: Re/visions for a sustainable future. Research in Science Education, 42(1), 129–148.
Braund, M., Lubben, F., Scholtz, Z., Sadeck, M., & Hodges, M. (2007). Comparing the effect of scientific and socio-scientific argumentation tests: lessons from South African classrooms. School Science Review, 6(3), 67–76.
Braund, M., Ekron, C., & Moodley, T. (2013). Critical episodes in student teachers’ science lessons using drama in grades 6 and 7. African Journal of Research in Mathematics, Science and Technology Education, 17(1–2), 4–13.
Bullough, R. V., & Pinnegar, S. E. (2007). Thinking about the thinking about self-study: An analysis of eight chapters. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 313–342). Springer.
Carroll, J. (1986). Framing Drama: Some Classroom Strategies. NADIE Journal, 10(2), 5–7.
Chan, C., & Clarke, M. (2014). The politics of collaboration: discourse, identities, and power in a school–university partnership in Hong Kong. Asia-Pacific Journal of Teacher Education, 42(3), 291–304. https://doi.org/10.1080/1359866X.2014.902425
Curry, M. W. (2008). Critical friends groups: The possibilities and limitations embedded in teacher professional communities aimed at instructional improvement and school reform. Teachers College Record, 110(4), 733–774.
Dorion, K. (2009). Science through drama: A multicase exploration of the characteristics of drama activities used in secondary science classrooms. International Journal of Science Education, 31(16), 2247–2270.
Dunn, J., & Stinson, M. (2011). Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 617–633. https://doi.org/10.1080/13569783.2011.617110
Everett, L. (2015). Dramatic science teaching: a case study of Canada’s Evergreen Theatre. NJ: The Journal of Drama Australia, 39(1), Article 4. https://doi.org/10.1080/14452294.2015.1083139
Fensham, P. (1997). School science and its problems with scientific literacy. In R. Levinson & J. Thomas (Eds.), Science today: Problem or crisis? (pp. 119–136). Routledge.
Hamilton, M. L. (1998). Reconceptualizing teaching practice: Self-study in teacher education. Routledge.
Johnson, L., & O’Neill, C. (1984). Dorothy Heathcote: Collected writings on education and drama. Hutchinson.
Karahan, E., & Roehrig, G. (2016). Use of socioscientific contexts for promoting student agency in environmental science classrooms. Bartin University Journal of Faculty of Education, 5(2), 425–442.
Kitchen, J., Berry, M., & Russell, T. (2019). The power of collaboration. Studying Teacher Education, 15(2), 93–97. https://doi.org/10.1080/17425964.2019.1628560
Kitson, N., & Spiby, I. (1997). Drama 7–11: Develo** primary teaching skills. Routledge.
LaBoskey, V. K. (2007). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Springer.
Loughran, J. J. (2007). Learning through self-study: The influence of purpose, participants and context. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 151–192). Springer.
Neelands, J. (1990). Structuring drama work. Cambridge University Press.
Neelands, J. (2010). The art of togetherness. In P. O’Connor (Ed.), Creating democratic citizenship through drama education: The writings of Jonothan Neelands (pp. 131–142). Trentham Books.
Nicholson, H. (2005). Applied drama: The gift of theatre. Palgave Macmillan.
Nicholson, H. (2011). Theatre, education and performance: The map and the story. Palgrave Macmillan.
Ødegaard, M. (2003). Dramatic science. A critical review of drama in science education. Studies in Science Education, 39(1), 75–101.
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. The Nuffield Foundation.
Østern, A.-L. (2019). Artful teaching of drama-based story-line. In Á. H. Ragnarsdóttir & H. S. Björnsson (Eds.), Drama in education: Exploring key research concepts and effective strategies (pp. 39–53). Routledge.
Raphael, J. (2015). Drama and imagination in education for sustainability. In S. Schonmann (Ed.), International handbook of arts education: Wisdom of the many (pp. 246–251). Waxmann.
Ratcliffe, M., & Millar, R. (2009). Teaching for understanding of science in context: Evidence from the pilot trials of the twenty first century science courses. Journal of Research in Science Teaching, 46(8), 945–959.
Ravetz, J. (2002) Written evidence (Ev 109) In House of Commons Science and Technology Select Committee. Science Education from 14 to 19, Third Report of Session 2001–02. The Stationery Office Ltd.
Russell, T. (2010). Self-study by teacher educators. International Encyclopedia of Education, 3, 689–694.
Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry: Thousand Oaks. SAGE.
Samaras, A. P., & Freese, A. R. (2006). Self-study of teaching practices. Peter Lang.
Stevenson, L. (2014). Lab coats, test tubes and animated expressions: Drama in a middle school science classroom. NJ: The Journal of Drama Australia, 38(1), Article 5. https://doi.org/10.1080/14452294.2014.11649573
Teacher Education Ministerial Advisory Group (TEMAG). (2015). Action now: Classroom ready teachers report. Department of Education.
Turkka, J., Haatainen, O., & Aksela, M. (2017). Integrating art into science education: A survey of science teachers’ practices. International Journal of Science Education, 39(10), 1403–1419.
Victorian Curriculum and Assessment Authority (VCAA). (2020). Biology Units 1–2 (2016–2021).. Resource document. https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/biology/Pages/Index.aspx.
White, P., Tytler, R., & Palmer, S. (2018). Innovation 5- Exploring models of interaction between scientists and pre-service teachers. In S. Dinham, D. Corrigan, D. Hoxley, & R. Tytler (Eds.), Reconceptualising Maths and Science Teaching and Learning (pp. 108–135). ACER press.
White, P., Raphael, J., Hannigan, S., & Cripps Clark, J. (2020). Entangling our thinking and practice: A model for Collaborative in Teacher Education. Australian. Journal of Teacher Education, 45(8), 93–110. https://doi.org/10.14221/ajte.2020v45n8.6
Whitehead, J. (1995). Self-study, living educational theories, and the generation of educational knowledge. Studying Teacher Education, 5(2), 107–111.
Zeidler, D. (2015). Socioscientific Issues as a curriculum emphasis: Theory, research, and practice. In N. Lederman & S. Abell (Eds.), Handbook of Research on Science Education (pp. 697–726). https://doi.org/10.1007/978-94-007-2150-0_314
Acknowledgements
This research received support of a Faculty of Arts & Education Research Grant, Deakin University. The research was part of the Reconceptualising Maths and Science Teacher Education Programs (ReMSTEP) funded by the Australian Government Department of Education, under the Enhancing the Training of Mathematics and Science Teachers (ETMST) Programme.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
White, P.J., Raphael, J. (2023). Drama for Teaching Controversial Issues in Science. In: McGregor, D., Anderson, D. (eds) Learning Science Through Drama. Contributions from Science Education Research, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-031-17350-9_10
Download citation
DOI: https://doi.org/10.1007/978-3-031-17350-9_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-17349-3
Online ISBN: 978-3-031-17350-9
eBook Packages: EducationEducation (R0)