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Performing Science: Teaching physics, chemistry and biology through drama.

Book · January 2012

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 Performing Science
Teaching Chemistry, Physics and Biology Through Drama

Editor(s): Ian Abrahams, Martin Braund

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Published: 01-12-2011
Format: Paperback
Edition: 1st
Extent: 160
ISBN: 9781441160713
Imprint: Continuum
Illustrations: 48
Dimensions: 297 x 210 mm
RRP: £31.99
Online price: £22.39
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About Performing Science

How to increase students' interest and engagement in science is a challenge shared by teachers around the world. Designing
effective science lesson plans using drama and role play requires expertise across two very different subject areas and, as a
consequence, many science teachers find it difficult to incorporate this technique into their teaching.

This book provides busy teachers with ready-made lesson plans for teaching many abstract scientific principles in a fun and
novel way that really engages students. Drawing on and combining the knowledge of biology, chemistry and physics
education specialists with drama education experts, this book covers topics taught widely in the sciences with pupils aged
11-16.
 The editors and contributors give a broad background to the value of drama and role play in the teaching of science,
including a section summarising, for the non-drama specialist, the main techniques that will be used throughout the book.
They also provide guidance on how teachers who have enjoyed using the lesson plans within the book can design their own
drama and role play activities.

Table of contents
Introduction
1. The Value of Drama to Teach Science
2. Biology: Session Plans for 11-14
3. Biology: Session Plans for 14-16
4. Chemistry: Session Plans for 11-14
5. Chemistry: Session Plans for 14-16
6. Physics: Session Plans for 11-14
7. Physics: Session Plans for 14-16
8. Conclusions
Appendix 1: Warm-up Exercises
Appendix 2: Optional Student Activities
References
Notes on Contributors
Index

Reviews
“'The use of drama in science is a very powerful and memorable experience. This book provides a useful toolkit for
beginners but also stimulus for the more experienced practitioner. It would also appeal to the top end of primary school.'
Dudley Shallcross, Director of the AstraZeneca Science Teaching Trust, UK” –
“'As a science teacher like me you may love to be centre stage during demonstrations, however using drama effectively
during your lessons may seem one step too far. This book gives lots of easy-to-use lesson plans and ideas to increase active
learning techniques by using drama and role plays in teaching. These techniques support the teacher to engage students,
especially through some difficult concepts, and aid deeper learning, better recall and motivation. As a non-drama specialist it
has also helped me to understand the subject better and confidently pass on suggestions to other members of the science
department by sharing ideas and good practice.' Rebecca Houlsworth, science teacher, Ullswater Community College, UK” –

“Performing Science provides teachers with tasty and practical recipes to cook up engaging lessons that will have our
students act out the concepts and processes we are learning. Through games, simulations and skits, we become active players
in the drama of nature. This makes the concepts easier to understand and remember - better than any lecture or reading. What
a fun approach!” – Anthony Cody, education author and blogger, and leader of workshops for teachers across the
United States and internationally,
“This book contains accessible lessons plans to aid teachers in teaching scientific concepts through roleplay and drama.
These are well presented and incorporate key considerations to ensure that students are effectively managed, such as the
location needed and resources required, so teachers can consider these factors in advance...As a chemist, this book has given
me the confidence to use role-play...I would recommend this book to trainee teachers and to the newly qualified, as well as
to those teachers who want to incorporate more role-play into their lessons but lack confidence in how to organise
students.” – Natalie Timoney, School Science Review
- See more at: http://www.bloomsbury.com/uk/performing-science-9781441160713/#sthash.MWhxu5wd.dpuf

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