Lab coats, test tubes and animated expressions: Drama in a middle school Science classroom

This article explores the outcomes of a research project conducted in a classroom of ten year olds by their class teacher. Conducted over a period of three months, this qualitative case study was aimed at gaining a better understanding of how drama pedagogy can affect science learning in a middle school classroom. The study concluded that drama pedagogy, when employed in science learning, can have a dynamic effect on the learners. Three major themes were identified: engagement (including fun; the use of relevant and reflective learning situations; active and inquiry-based learning), empowerment for students through choice and freedom; and the development of a sense of belonging. The findings also suggest that a range of conditions are required for optimal learning which include: teacher efficacy; a change in the role of the teacher; the development of a well-structured drama driven by a sufficient level of dramatic tension; the building of a safe environment and the effective use of props.