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Dramatising Inquiry Learning : Reflections on how to use an historical story to actively and imaginatively engage children in resolving a STEM problem
Dramatising Inquiry Learning : Reflections on how to use an historical story to actively and imaginatively engage children in resolving a STEM problem
To cite this chapter: McGregor, D., Frodsham, S., & Deller, C. (In draft). Dramatising Inquiry Learning : Reflections on how to use an historical story to actively and imaginatively engage children in resolving a STEM problem. In Murcia, K., Campbell, C, Joubert., M., & Wilsons, S. (eds). Children’s Creative Inquiry in STEM. Springer: New York.
To cite this chapter: McGregor, D., Frodsham, S., & Deller, C. (In draft). Dramatising Inquiry Learning : Reflections on how to use an historical story to actively and imaginatively engage children in resolving a STEM problem. In Murcia, K., Campbell, C, Joubert., M., & Wilsons, S. (eds). Children’s Creative Inquiry in STEM. Springer: New York.
Abstract
Abstract
The involvement of children in dramatic inquiry, through activities that introduce how scientists/technologists have worked in the past can ‘set-the-scene’ to develop STEM skills within a problem-solving situation. Historical stories provide rich authentic contexts that engage children to imaginatively and creatively resolve STEM-based challenges.
The involvement of children in dramatic inquiry, through activities that introduce how scientists/technologists have worked in the past can ‘set-the-scene’ to develop STEM skills within a problem-solving situation. Historical stories provide rich authentic contexts that engage children to imaginatively and creatively resolve STEM-based challenges.
This chapter will report how a dramatic inquiry approach has enabled children to work in-role as George Washington Carver (GWC), an American born into slavery, who worked with local farmers to improve agricultural practices and develop a wide range of products from plants including dyes and adhesives. The children were given opportunities to design their own methods, working in-role as a scientists and/or technologists, to explore how different plant parts might be mashed, ground, dissolved, sieved, mixed and heated to make different products including ink, paints, pastes, creams and drinks.
This chapter will report how a dramatic inquiry approach has enabled children to work in-role as George Washington Carver (GWC), an American born into slavery, who worked with local farmers to improve agricultural practices and develop a wide range of products from plants including dyes and adhesives. The children were given opportunities to design their own methods, working in-role as a scientists and/or technologists, to explore how different plant parts might be mashed, ground, dissolved, sieved, mixed and heated to make different products including ink, paints, pastes, creams and drinks.
We will describe how we adopted an Action Research approach, using mixed methods to collect the impact data (including field notes, informal discussions, interviews and questionnaires). This addressed the question ‘How far can a dramatic inquiry approach support effective STEM learning?’
We will describe how we adopted an Action Research approach, using mixed methods to collect the impact data (including field notes, informal discussions, interviews and questionnaires). This addressed the question ‘How far can a dramatic inquiry approach support effective STEM learning?’
Scrutiny of the data suggests that by providing dramatized activities that explain and justify why a problem needs solving, learning becomes more meaningful for the children who naturalistically develop an inquiry approach and empathise with being a scientist or technologist. The conclusion of the chapter offers generalised principles for dramatizing inquiry by drawing on the range of work we have done using other scientists’ and technologists’ stories.
Scrutiny of the data suggests that by providing dramatized activities that explain and justify why a problem needs solving, learning becomes more meaningful for the children who naturalistically develop an inquiry approach and empathise with being a scientist or technologist. The conclusion of the chapter offers generalised principles for dramatizing inquiry by drawing on the range of work we have done using other scientists’ and technologists’ stories.
Bio: Prof Deb McGregor (https://www.brookes.ac.uk/templates/pages/staff.aspx?uid=p0076667), Dr Sarah Frodsham (https://www.brookes.ac.uk/templates/pages/staff.aspx?uid=p0077738) and Mrs Clarysly Deller (https://www2.mmu.ac.uk/stepd/staff/profile/index.php?id=3573 ) have collaborated on several research topics involving the use of dramatic strategies in the science classroom and reflectively consider the nature of creativeness from the teachers, pupil’s, scientists and academic researchers perspective. This co-operative effort produced numerous papers on these topics which can be viewed through their staff profiles (see hyperlinks above)
Bio: Prof Deb McGregor (https://www.brookes.ac.uk/templates/pages/staff.aspx?uid=p0076667), Dr Sarah Frodsham (https://www.brookes.ac.uk/templates/pages/staff.aspx?uid=p0077738) and Mrs Clarysly Deller (https://www2.mmu.ac.uk/stepd/staff/profile/index.php?id=3573 ) have collaborated on several research topics involving the use of dramatic strategies in the science classroom and reflectively consider the nature of creativeness from the teachers, pupil’s, scientists and academic researchers perspective. This co-operative effort produced numerous papers on these topics which can be viewed through their staff profiles (see hyperlinks above)
Stories form History
Stories form History
To cite this chapter: McGregor, D. (forthcoming). Stories from History. In White, P., van Cuylenburg, K., & Raphael, J (Eds). The Science Drama Book: Interdisciplinary Drama and Science for Student Engagement and Deeper Learning. Springer: New York.
To cite this chapter: McGregor, D. (forthcoming). Stories from History. In White, P., van Cuylenburg, K., & Raphael, J (Eds). The Science Drama Book: Interdisciplinary Drama and Science for Student Engagement and Deeper Learning. Springer: New York.
Abstract
Abstract
This chapter will discuss and demonstrate how it is possible to introduce young people to scientists’ life stories and inspire them to work in-role. Working in-role and adopting concerns from a past scientist’s life informs and shapes age-appropriate inquiry tasks that can engage learners to think and act in ways that echo that of well-known scientists. Participating in active and discursive ways of enacting and thinking about conceptual and procedural ideas in science enhances learners understanding about the subject matter. Reflecting on such contextually rich science stories also improves literacy and promotes an interest in science because the dramatisation offers agentive opportunities for learners to practice inquiry techniques and even consider a future career in science.
This chapter will discuss and demonstrate how it is possible to introduce young people to scientists’ life stories and inspire them to work in-role. Working in-role and adopting concerns from a past scientist’s life informs and shapes age-appropriate inquiry tasks that can engage learners to think and act in ways that echo that of well-known scientists. Participating in active and discursive ways of enacting and thinking about conceptual and procedural ideas in science enhances learners understanding about the subject matter. Reflecting on such contextually rich science stories also improves literacy and promotes an interest in science because the dramatisation offers agentive opportunities for learners to practice inquiry techniques and even consider a future career in science.
Stories from the lives of Darwin, Galileo, Faraday, Newton, Nightingale, North, Shivers and more will be drawn on to illustrate how to ‘setup’ an historical dramatized inquiry. Evidence of the ways learners respond to this dramatised approach to learning science will also be presented in the chapter.
Stories from the lives of Darwin, Galileo, Faraday, Newton, Nightingale, North, Shivers and more will be drawn on to illustrate how to ‘setup’ an historical dramatized inquiry. Evidence of the ways learners respond to this dramatised approach to learning science will also be presented in the chapter.
Practical Theorising in the Professional Development of Primary Teachers: Outcomes of the ‘Thinking, Doing, Talking Science’ Project
Practical Theorising in the Professional Development of Primary Teachers: Outcomes of the ‘Thinking, Doing, Talking Science’ Project
To cite this chapter: McGregor, D., Wilson, H., Frodsham, S. and Alexander, P. (2021, forthcoming) Practical Theorising in the Professional Development of Primary Teachers: Outcomes of the ‘Thinking, Doing, Talking Science’ Project. In Eds Katharine Burn, Trevor Mutton and Ian Thompson Practical Theorising in Teacher Education : Holding Theory and Practice Together.
To cite this chapter: McGregor, D., Wilson, H., Frodsham, S. and Alexander, P. (2021, forthcoming) Practical Theorising in the Professional Development of Primary Teachers: Outcomes of the ‘Thinking, Doing, Talking Science’ Project. In Eds Katharine Burn, Trevor Mutton and Ian Thompson Practical Theorising in Teacher Education : Holding Theory and Practice Together.
Abstract
Abstract
In this chapter we apply the concept of practical theorising to the context of primary teacher education, focusing specifically on the ways that teachers develop subject knowledge alongside critical engagement with creative approaches to pedagogy. We begin by framing critically the concept of practical theorising in the context of primary teacher education. Then we move on to explore a successful example of practical theorising through the Thinking, Doing Talking Science (TDTS) project. TDTS draws on research that identifies key features of a creative pedagogy that supports cognitive development in science (McGregor 2007; McGregor and Gunter 2006; Davies and McGregor 2017) and focuses on teachers applying theoretical propositions related to a constructivist approach to learning science in a practical and inclusive way. A key component of the programme is the nurturing of ‘adaptive expertise’ (Berliner 2001) or the capacity to adopt a flexible, research-informed approach to the teaching of Primary Science. Through participation in the programme, teachers are encouraged to develop creative and challenging science lessons that encourage pupils to develop higher order thinking skills. Teachers enable their pupils to think and talk about scientific concepts through open discussion and through creative investigation and problem solving. In so doing, teachers model practical theorising as well as organising teaching and learning in a way that is underpinned by this concept. Results from the Education Endowment Foundation’s (EEF) funded efficacy trial (Hanley et al 2016) indicated that school pupils (aged 9-10) using the approach made approximately three additional months’ progress in science. The EEF research also presented evidence that there was a positive effect on girls and those pupils with lower prior attainment. There were also indications that the approach had most impact on pupils eligible for free school meals. With this in mind, we argue that the ‘practical theorising’ approach adopted by teachers engaged with the TDTS pedagogy provides more equitable opportunities for all pupils and has clear benefits for them, both in terms of learning outcomes and positive attitudes towards science. In terms of professional learning for teachers, TDTS provides clear guidance for them to practically theorise ways of affecting change in pupils’ learning in their science classes.
In this chapter we apply the concept of practical theorising to the context of primary teacher education, focusing specifically on the ways that teachers develop subject knowledge alongside critical engagement with creative approaches to pedagogy. We begin by framing critically the concept of practical theorising in the context of primary teacher education. Then we move on to explore a successful example of practical theorising through the Thinking, Doing Talking Science (TDTS) project. TDTS draws on research that identifies key features of a creative pedagogy that supports cognitive development in science (McGregor 2007; McGregor and Gunter 2006; Davies and McGregor 2017) and focuses on teachers applying theoretical propositions related to a constructivist approach to learning science in a practical and inclusive way. A key component of the programme is the nurturing of ‘adaptive expertise’ (Berliner 2001) or the capacity to adopt a flexible, research-informed approach to the teaching of Primary Science. Through participation in the programme, teachers are encouraged to develop creative and challenging science lessons that encourage pupils to develop higher order thinking skills. Teachers enable their pupils to think and talk about scientific concepts through open discussion and through creative investigation and problem solving. In so doing, teachers model practical theorising as well as organising teaching and learning in a way that is underpinned by this concept. Results from the Education Endowment Foundation’s (EEF) funded efficacy trial (Hanley et al 2016) indicated that school pupils (aged 9-10) using the approach made approximately three additional months’ progress in science. The EEF research also presented evidence that there was a positive effect on girls and those pupils with lower prior attainment. There were also indications that the approach had most impact on pupils eligible for free school meals. With this in mind, we argue that the ‘practical theorising’ approach adopted by teachers engaged with the TDTS pedagogy provides more equitable opportunities for all pupils and has clear benefits for them, both in terms of learning outcomes and positive attitudes towards science. In terms of professional learning for teachers, TDTS provides clear guidance for them to practically theorise ways of affecting change in pupils’ learning in their science classes.
The nature of epistemological opportunities for doing, thinking and talking about science: Reflections on an effective intervention that promotes creativity
The nature of epistemological opportunities for doing, thinking and talking about science: Reflections on an effective intervention that promotes creativity
To cite this article: McGregor, D., Frodsham, S., & Wilson, H. (2020) 'The nature of epistemological opportunities for doing, thinking and talking about science: Reflections on an effective intervention that promotes creativity'. Research in Science & Technological Education, DOI: 10.1080/02635143.2020.1799778.
To cite this article: McGregor, D., Frodsham, S., & Wilson, H. (2020) 'The nature of epistemological opportunities for doing, thinking and talking about science: Reflections on an effective intervention that promotes creativity'. Research in Science & Technological Education, DOI: 10.1080/02635143.2020.1799778.
ABSTRACT
ABSTRACT
Background
Background
Randomised Control Trials (RCT) involving large numbers of schools, teachers and pupils, can provide statistically significant evidence that an intervention ‘works’, or makes a difference to learning. However, often the quantitative data collected to illustrate the extent of impact is insufficient to illustrate exactly ‘how’ the intervention was enacted, what was done and ‘why’ it was successful. This paper collates a range of forms of data from an innovative professional training programme to indicate the nature of the promoted strategies that comprise the ‘intervention’ and consider how they worked in practice.
Randomised Control Trials (RCT) involving large numbers of schools, teachers and pupils, can provide statistically significant evidence that an intervention ‘works’, or makes a difference to learning. However, often the quantitative data collected to illustrate the extent of impact is insufficient to illustrate exactly ‘how’ the intervention was enacted, what was done and ‘why’ it was successful. This paper collates a range of forms of data from an innovative professional training programme to indicate the nature of the promoted strategies that comprise the ‘intervention’ and consider how they worked in practice.
Purpose
Purpose
To illustrate how a mixed methods approach is required to substantiate the nature, as well as the extent of impact, of an educational intervention. Namely, Thinking Doing and Talking Science (TDTS).
To illustrate how a mixed methods approach is required to substantiate the nature, as well as the extent of impact, of an educational intervention. Namely, Thinking Doing and Talking Science (TDTS).
Sample
Sample
The project reported on here involved 42 schools in a south east county in England, UK. 21 were the ‘experimental’ schools and 21 were ‘control’ schools.
The project reported on here involved 42 schools in a south east county in England, UK. 21 were the ‘experimental’ schools and 21 were ‘control’ schools.
Design and Methods
Design and Methods
The project was an Educational Endowment Fund (EEF) RCT designed to assess the impact of the TDTS intervention.
The project was an Educational Endowment Fund (EEF) RCT designed to assess the impact of the TDTS intervention.
Results
Results
Quantitative data showed TDTS had a statistically significant impact on the academic attainment of nine and ten-year olds, by at least three months. Various forms of qualitative data provided here offer evidential insights illustrating how and why the intervention had the impact it did on thinking and attainment.
Quantitative data showed TDTS had a statistically significant impact on the academic attainment of nine and ten-year olds, by at least three months. Various forms of qualitative data provided here offer evidential insights illustrating how and why the intervention had the impact it did on thinking and attainment.
Conclusions
Conclusions
Designing research projects that examine both the nature and extent of impact on pupils’ learning requires a mixed methods approach. This necessarily involves the statistical comparison of quantitative evidence from both the experimental and control school groupings. However, in addition to the quantitative data, qualitative evidence is required to elicit the precise nature of the intervention. This included observations during the professional development sessions, lesson transcripts, evaluative questionnaire data and interviews characterise a successful science learning intervention.
Designing research projects that examine both the nature and extent of impact on pupils’ learning requires a mixed methods approach. This necessarily involves the statistical comparison of quantitative evidence from both the experimental and control school groupings. However, in addition to the quantitative data, qualitative evidence is required to elicit the precise nature of the intervention. This included observations during the professional development sessions, lesson transcripts, evaluative questionnaire data and interviews characterise a successful science learning intervention.
Thinking, doing, talking science: the effect on attainment and attitudes of a professional development programme to provide cognitively challenging primary science lessons
Thinking, doing, talking science: the effect on attainment and attitudes of a professional development programme to provide cognitively challenging primary science lessons
To cite this article: Pam Hanley , Helen Wilson , Bridget Holligan & Louise Elliott (2020): Thinking, doing, talking science: the effect on attainment and attitudes of a professional development programme to provide cognitively challenging primary science lessons, International Journal of Science Education, DOI: 10.1080/09500693.2020.1821931
To cite this article: Pam Hanley , Helen Wilson , Bridget Holligan & Louise Elliott (2020): Thinking, doing, talking science: the effect on attainment and attitudes of a professional development programme to provide cognitively challenging primary science lessons, International Journal of Science Education, DOI: 10.1080/09500693.2020.1821931
Abstract
Abstract
This study investigates the impact of a professional development programme for teachers that encourages more cognitively challenging, practical, and interactive science lessons. Using a Randomised Controlled Trial, its impact was measured by pupil learning outcomes. Pupils aged 9–10 at 42 primary (elementary) schools in Oxfordshire (England) were randomised to receive either the ‘Thinking, Doing, Talking Science’ (TDTS) programme, or to be in the business-as-usual control group. Two teachers per school attended five training days over the school year. These were designed to enhance their skills in providing conceptual challenge and improving pupils’ higher order thinking by facilitating more discussion, more practical work and less (but more focused) writing in science lessons. The main outcome measure was an age-appropriate pencil-and-paper science test covering a range of topics and question types. Pupils also completed attitude surveys. Analysis of the scores for the 1264 pupils who took the pre- and post-tests shows this low-cost intervention had a statistically significant effect on attainment, with an effect size of +0.22. The impact was stronger among girls and slightly stronger among those with lower prior science attainment. Data from 1189 pupil surveys suggested that TDTS had also improved their attitudes to science.
This study investigates the impact of a professional development programme for teachers that encourages more cognitively challenging, practical, and interactive science lessons. Using a Randomised Controlled Trial, its impact was measured by pupil learning outcomes. Pupils aged 9–10 at 42 primary (elementary) schools in Oxfordshire (England) were randomised to receive either the ‘Thinking, Doing, Talking Science’ (TDTS) programme, or to be in the business-as-usual control group. Two teachers per school attended five training days over the school year. These were designed to enhance their skills in providing conceptual challenge and improving pupils’ higher order thinking by facilitating more discussion, more practical work and less (but more focused) writing in science lessons. The main outcome measure was an age-appropriate pencil-and-paper science test covering a range of topics and question types. Pupils also completed attitude surveys. Analysis of the scores for the 1264 pupils who took the pre- and post-tests shows this low-cost intervention had a statistically significant effect on attainment, with an effect size of +0.22. The impact was stronger among girls and slightly stronger among those with lower prior science attainment. Data from 1189 pupil surveys suggested that TDTS had also improved their attitudes to science.
Examining the use of drama to develop epistemological understanding about the nature of science: a collective case from experience in New Zealand and England
Examining the use of drama to develop epistemological understanding about the nature of science: a collective case from experience in New Zealand and England
To cite this article: D. McGregor, D. Baskerville, D. Anderson & A. Duggan (2019): Examining the use of drama to develop epistemological understanding about the nature of science: a collective case from experience in New Zealand and England, International Journal of Science Education, DOI: 10.1080/21548455.2019.1585994
To cite this article: D. McGregor, D. Baskerville, D. Anderson & A. Duggan (2019): Examining the use of drama to develop epistemological understanding about the nature of science: a collective case from experience in New Zealand and England, International Journal of Science Education, DOI: 10.1080/21548455.2019.1585994
Abstract
Abstract
Understanding the nature of science (NoS) is perplexing for young children because it is concerned with not only understanding how evidence is generated but also what kind of meanings can be made from information collected. However, acting as a scientist-in-role, making independent decisions about what information to collect and deciding how to go about it, can enable students to experience scientific practices that empower them to better appreciate and understand the NoS. This paper illustrates how drama processes, in two international settings in Wellington, New Zealand and Oxford, United Kingdom encouraged nine to ten-year-old children to engage in the scientific ‘asif’ world. The data collected from these two locations was analysed deductively to illustrate how working-in-role can influence the nature of learning and shape the scientific practices experienced that consequently inform how the NoS is understood. The children in Wellington (New Zealand) worked in-role as atmospheric scientists to design a reduced-emissions race track. The class in Oxford (UK) adopted the role of technological scientists theorising about properties of materials to create and test original carriers designed to transport a range of everyday objects. How drama promoted working-in-role to experience scientific practices supporting the understanding of the NoS, are discussed. The findings suggest that being in-role as a scientist offered learners various opportunities to be agentive, to think and act scientifically, better appreciate the nature of work that scientists do and consequently appreciate the NoS.
Understanding the nature of science (NoS) is perplexing for young children because it is concerned with not only understanding how evidence is generated but also what kind of meanings can be made from information collected. However, acting as a scientist-in-role, making independent decisions about what information to collect and deciding how to go about it, can enable students to experience scientific practices that empower them to better appreciate and understand the NoS. This paper illustrates how drama processes, in two international settings in Wellington, New Zealand and Oxford, United Kingdom encouraged nine to ten-year-old children to engage in the scientific ‘asif’ world. The data collected from these two locations was analysed deductively to illustrate how working-in-role can influence the nature of learning and shape the scientific practices experienced that consequently inform how the NoS is understood. The children in Wellington (New Zealand) worked in-role as atmospheric scientists to design a reduced-emissions race track. The class in Oxford (UK) adopted the role of technological scientists theorising about properties of materials to create and test original carriers designed to transport a range of everyday objects. How drama promoted working-in-role to experience scientific practices supporting the understanding of the NoS, are discussed. The findings suggest that being in-role as a scientist offered learners various opportunities to be agentive, to think and act scientifically, better appreciate the nature of work that scientists do and consequently appreciate the NoS.
Chronicling innovative learning in primary classrooms: conceptualizing a theatrical pedagogy to successfully engage young children learning science
Chronicling innovative learning in primary classrooms: conceptualizing a theatrical pedagogy to successfully engage young children learning science
To cite this article: McGregor, D. (2014). Chronicling innovative learning in primary classrooms: conceptualizing a theatrical pedagogy to successfully engage young children learning science, Pedagogies: An International Journal, 1-17. doi: 10.1080/1554480X.2014.899544
To cite this article: McGregor, D. (2014). Chronicling innovative learning in primary classrooms: conceptualizing a theatrical pedagogy to successfully engage young children learning science, Pedagogies: An International Journal, 1-17. doi: 10.1080/1554480X.2014.899544
Abstract
Abstract
This article reports on an innovative pedagogical approach devised to re-envigorate primary (elementary) teachers’ practice in the United Kingdom for older children. Learning science in elementary schools for 8–11 year olds (Key Stage 2 in England) has been constrained for several decades while teachers prepared them for national tests. The recent demise of these high stakes assessments (for the 11 year olds) has opened up creative space to enable re-development of the ways that science is taught and learnt. This article describes how an innovative approach to teaching science to more mature primary children can be developed through the application of theatrical techniques. Dramatizing science can offer a more lively, none traditional way to learn, that can appeal to and involve all children in a science classroom. In this study, 17 teachers from 12 Staffordshire schools experimented with these new pedagogical approaches to explore how they might enhance their practice and augment their children’s learning. Reflective journal extracts, field notes, informal discussions, interviews and classroom observations indicated how successfully the thespian techniques were applied. Findings indicate that dramatizing science learning through various means that encourage social interaction, improvisation and reflection on historical narratives appears to not only engage and motivate learners but also aid them in grasping more challenging conceptual and procedural ideas.
This article reports on an innovative pedagogical approach devised to re-envigorate primary (elementary) teachers’ practice in the United Kingdom for older children. Learning science in elementary schools for 8–11 year olds (Key Stage 2 in England) has been constrained for several decades while teachers prepared them for national tests. The recent demise of these high stakes assessments (for the 11 year olds) has opened up creative space to enable re-development of the ways that science is taught and learnt. This article describes how an innovative approach to teaching science to more mature primary children can be developed through the application of theatrical techniques. Dramatizing science can offer a more lively, none traditional way to learn, that can appeal to and involve all children in a science classroom. In this study, 17 teachers from 12 Staffordshire schools experimented with these new pedagogical approaches to explore how they might enhance their practice and augment their children’s learning. Reflective journal extracts, field notes, informal discussions, interviews and classroom observations indicated how successfully the thespian techniques were applied. Findings indicate that dramatizing science learning through various means that encourage social interaction, improvisation and reflection on historical narratives appears to not only engage and motivate learners but also aid them in grasping more challenging conceptual and procedural ideas.
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