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The radio drama as a solution for low participation of students in the science classroom
An alternative to improve the national curriculum in science of Chile

Pedro Rojas  

The radio is a teaching tool that has served to motivate students to develop scientific expertise (Merayo, 2000; Perona, 2001), through the contextualization of their own teaching-learning process (MINEDUC, 2015). In this sense communication and dramatization enter the classroom, in order to provide solutions to curricular issues such as the lack of study of science, lack of educational initiatives and few opportunities for training interaction with Chilean students in the science classrooms (Meneses et al., 2014). Experience shows that the radio drama presented changes the perception of students in a positive way, for the teaching of science in a particular educational reality of the country of Chile (Rojas- Illanes , 2015). The objective is to demonstrate that the drama motivates students to learn about scientific topics, in order to improve the quality of their learning and their educational outcomes . The frequency of application of the instrument is two times per month for a period of four consecutive months. The results are categorical in demonstrating that the radio drama may itself be an alternative to improve the perception of students around the formal teaching of science in Chile.

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