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Developing science capabilities through drama: Learning about the nature of science through a guided drama–science inquiry process

Author(s): 
Dayle Anderson and Delia Baskerville

This article is the second of two describing findings of a pilot case study designed to explore learning about science through drama. This article describes students’ responses to opportunities that were provided through the guided drama–science inquiry process to gather, interpret and use data as evidence. Findings indicate that a carefully designed drama–science inquiry process can provide opportunity for students to practise and develop science capabilities for citizenship, addressing the key aim of the Science learning area of The New Zealand Curriculum.

Journal issue: 
Start page: 
17

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