Integrating Science and Drama to Support Learning About the Nature of Science in New Zealand Primary Classrooms

Abstract

This chapter draws on theories of situated learning through participation in communities of practice to consider how the design of a drama process supports development of scientific ways of being. Two New Zealand teacher-educator/researchers (a drama and a science specialist) adopted a qualitative design-based research methodology to develop a guided classroom drama-science inquiry process adapted from Heathcote’s Mantle of the Expert (MotE) to support learning about the Nature of Science (NoS). The process positioned primary school students (7–11 years) as environmental scientists investigating global warming issues. Data collected using conventions Role-on-the-Wall (RotW), Writing-in-Role (WriR) and Conscience-Alley (CA) examined the impact across three iterations of the increased use of scaffolding about scientific work through developments in the use of Hot-Seating, Teacher-in-Role and Mime/Freeze. We discuss ways in which exposure to accurate scientific language and practices through these key aspects during the drama process, influenced development of students’ scientific practices and perspectives of the Nature of Science.