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

Abstract

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.

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Citation
Anderson, D., & Baskerville, D. (2016). Developing science capabilities through drama: Learning about the nature of science through a guided drama–science inquiry process. Set: Research Information for Teachers, 2016(1), 17–23. https://doi.org/10.18296/set.0032
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