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Table of Contents
Chapter 1. Introduction (D. McGregor)
Part I: Literature Reviews
Chapter 2. Theorising about the use of drama, theatre, script and performance in learning science (A. Bonsall)
Chapter 3. Holy science drama. Learning from theory in theatre (M. Braund)
Chapter 4. Drama conventions : Theoretical consideration of the ways they offer affordances or constrain science learning (D. McGregor)
Chapter 5. Exploring the use of role play : Theorising about what it offers for learning science? (M. Odegaard)
Part II: Empirical Case Studies
Chapter 6. Crossing borders : Examining what is required for teachers to use physical role-plays effectively (M. Braund)
Chapter 7. Equal partnerships: integrating science and drama to support learning about the Nature of Science in New Zealand primary classrooms (D. Baskerville and D. Anderson)
Chapter 8. A drama-based approach to engage secondary students in environmental issues (R. Verhoeff)
Chapter 9. Embodied Learning: A Study of Drama Conventions to Represent Ideas about the Solar System (M. Branscombe)
Chapter 10. Collaborative and Reflexive approaches to teaching about complex issues in science : Dramatising learning about stem cells (P. White and Rapheal)
Chapter 11. Reflecting on performance and the audience : lessons from practice (Z. Smyrnaiou)
Part III: Research methodologies and methods appropriate to research the impact of drama pedagogy
Chapter 12. Transcribing videoed material to explore the nature of talk in science lessons using drama (S. Frodsham and D. McGregor)
Chapter 13. Using drama conventions as data collection tools: Pathways through a design-based research approach to refine a drama-science guided inquiry process (D. Anderson and D. Baskervile)
Chapter 14. Researching the process and outcomes of positioning children in-role : Analysing varied forms of data including dialogue, observations, interviews and assessments (C. Swanson)
Chapter 15. Impactful drama : using mixed methods to assess learning (B. Stagg)
Chapter 16. Act a scientist Test : What does a deductive content analysis show? (J. Turkka)
Part IV: Reflections on researching learning science through the use of drama
Chapter 17. Discussion (J. Neelands)
Chapter 18. Conclusion (D. McGregor).
Part I: Literature Reviews
Chapter 2. Theorising about the use of drama, theatre, script and performance in learning science (A. Bonsall)
Chapter 3. Holy science drama. Learning from theory in theatre (M. Braund)
Chapter 4. Drama conventions : Theoretical consideration of the ways they offer affordances or constrain science learning (D. McGregor)
Chapter 5. Exploring the use of role play : Theorising about what it offers for learning science? (M. Odegaard)
Part II: Empirical Case Studies
Chapter 6. Crossing borders : Examining what is required for teachers to use physical role-plays effectively (M. Braund)
Chapter 7. Equal partnerships: integrating science and drama to support learning about the Nature of Science in New Zealand primary classrooms (D. Baskerville and D. Anderson)
Chapter 8. A drama-based approach to engage secondary students in environmental issues (R. Verhoeff)
Chapter 9. Embodied Learning: A Study of Drama Conventions to Represent Ideas about the Solar System (M. Branscombe)
Chapter 10. Collaborative and Reflexive approaches to teaching about complex issues in science : Dramatising learning about stem cells (P. White and Rapheal)
Chapter 11. Reflecting on performance and the audience : lessons from practice (Z. Smyrnaiou)
Part III: Research methodologies and methods appropriate to research the impact of drama pedagogy
Chapter 12. Transcribing videoed material to explore the nature of talk in science lessons using drama (S. Frodsham and D. McGregor)
Chapter 13. Using drama conventions as data collection tools: Pathways through a design-based research approach to refine a drama-science guided inquiry process (D. Anderson and D. Baskervile)
Chapter 14. Researching the process and outcomes of positioning children in-role : Analysing varied forms of data including dialogue, observations, interviews and assessments (C. Swanson)
Chapter 15. Impactful drama : using mixed methods to assess learning (B. Stagg)
Chapter 16. Act a scientist Test : What does a deductive content analysis show? (J. Turkka)
Part IV: Reflections on researching learning science through the use of drama
Chapter 17. Discussion (J. Neelands)
Chapter 18. Conclusion (D. McGregor).