Reflections on and analysis of the use of drama techniques and dialogic practices in teaching science in a primary school
Issue 15 | Page 46 | Published Aug 2018
This article examines science learning, experienced in a primary school, in light of theories of social constructivism and how they can illuminate and explain learning experienced within an innovative project, which seeks to combine the use of drama techniques to teach tricky concepts in science with discussion, collaboration and peer support.
More from this issue
Across 2015/17, the authors conducted research at four Australian bush kindergartens to understand the teachers' science pedagogies and practice....
The authors have analysed data from 14 Swedish pre-schools to examine if and how multi-dimensional teaching may be combined with teaching for...