Doctor of Philosophy / Department of Curriculum and Instruction / Margaret G. Shroyer / John R. Staver / This study explored the inclusion of creative drama into science teaching as an
instructional strategy for enhancing elementary school students' understanding of scientific
concepts. A treatment group of sixth grade students was taught a Full Option Science System
(FOSS) science unit on Mixtures and Solutions with the addition of creative drama while a
control group was taught using only the FOSS teaching protocol.
Quantitative and qualitative data analyses demonstrated that students who studied science
through creative drama exhibited a greater understanding of scientific content of the lessons and
preferred learning science through creative drama. Treatment group students stated that they
enjoyed participating in the activities with their friends and that the creative drama helped them
to better understand abstract scientific concepts. Teachers involved with the creative drama
activities were positively impressed and believed creative drama is a good tool for teaching
science. Observations revealed that creative drama created a positive classroom environment,
improved social interactions and self-esteem, that all students enjoyed creative drama, and that
teachers' teaching style affected students' use of creative drama.
The researcher concluded that the inclusion of creative drama with the FOSS unit
enhanced students' scientific knowledge and understanding beyond that of the FOSS unit alone,
that both teachers and students reacted positively to creative drama in science and that creative
drama requires more time.
| Identifer | oai:union.ndltd.org:KSU/oai:krex.k-state.edu:2097/531 |
| Date | January 1900 |
| Creators | Arieli, Bracha (Bari) |
| Publisher | Kansas State University |
| Source Sets | K-State Research Exchange |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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