The use of drama in science instruction—a review of the literature

Namyssova G. Malone K.L. Helmer J. Myrzakulova G. Shafiei A. Edmiston B.
September 2023 Springer Nature

SN Social Sciences
2023 #3 Issue 9

Although there has been previous research concerning the use of drama in science education, a comprehensive review has not been completed over the past 20 years. The current article explores this topic in greater depth by focusing only on empirical-based peer-reviewed research studies that detail the use of drama in the science classroom between 2000 and 2020. The question remains: does incorporating drama into science teaching improve student understanding? Twenty empirical studies were reviewed focusing on students as active participants in drama interventions in PK-12 classrooms. The studies were analyzed according to available demographic data (e.g., grade levels, science topics, geographic distribution), research designs, type and duration of drama interventions, use of epistemic practices, and empirical results (e.g., science skills, content knowledge change, epistemic practices). The reviewed studies revealed that no matter the grade level, drama in science has a positive benefit for students in terms of attitudes toward science and improving conceptual knowledge. Integrating drama into science offers a possible way of improving interest in choosing a science major. Based on the reviews findings, conclusions and recommendations for future research are offered.

Drama , Primary education , Science education , Secondary education

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Graduate School of Education, Nazarbayev University, Astana, Kazakhstan
School of Mining and Geosciences, Nazarbayev University, Astana, Kazakhstan
Graduate School of Education, Ohio State University, Columbus, OH, United States
School of Natural and Health Sciences, University of Hawaii at Hilo, Hilo, HI, United States

Graduate School of Education
School of Mining and Geosciences
Graduate School of Education
School of Natural and Health Sciences

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