This paper presents the results of a pilot study on the possible advantages of utilizing a strategy based on drama/role play in developing understanding of basic ecological concepts in Key Stage 2 pupils (7‐ to 11‐year‐olds). A sample of approximately 100 Year 6 pupils in four classes followed a common half‐term topic in ‘habitat studies’, half of whom received the drama/role play input. All completed a questionnaire designed to reveal the level of their ecological understanding after the topic. The results are presented and discussed with a view to stimulating further research.
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Bailey et al. (1998) studied this question.
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