The  use  of  educational   theatre  has  been  studied  and  developed  mostly   in language   education  in  Korea.   With emphasis on  scientific literacy  and STS movement,  its possible  use in science  education was increased.  This  paper is a  reflection on the meaning of effort incorporating drama in  science education by figuring out characteristics of drama. As introduction,  it is  shown that there could  be many kinds  of science  drama science  educators  can use, then  as its  main feature  'story' and 'live-ness'  are pointed  out. The ‘story’  of science  drama enables  empathetic learning,  the ‘live- ness’  arisen  from present  action  of participants  facilitate  students' participation   and interaction  with  the story.  These characteristics  can contribute humanistic  approach in  science education  still have challenges  for science  educators how incorporate  distinctive  science  knowledge into  humanistic  educational  aims.  The practical  use of  science  drama  as a teaching tool, a learning  process, assessment tool will be proposed with  exemplar.

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Public Communication of Science and Technology

 

The nature of science drama in science education

Hye-Gyoung Yoon   Chun-cheon National University of Education, Korea

The  use  of  educational   theatre  has  been  studied  and  developed  mostly   in language   education  in  Korea.   With emphasis on  scientific literacy  and STS movement,  its possible  use in science  education was increased.  This  paper is a  reflection on the meaning of effort incorporating drama in  science education by figuring out characteristics of drama. As introduction,  it is  shown that there could  be many kinds  of science  drama science  educators  can use, then  as its  main feature  'story' and 'live-ness'  are pointed  out. The ‘story’  of science  drama enables  empathetic learning,  the ‘live- ness’  arisen  from present  action  of participants  facilitate  students' participation   and interaction  with  the story.  These characteristics  can contribute humanistic  approach in  science education  still have challenges  for science  educators how incorporate  distinctive  science  knowledge into  humanistic  educational  aims.  The practical  use of  science  drama  as a teaching tool, a learning  process, assessment tool will be proposed with  exemplar.

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