Can Scientific Understanding Be Assessed through Drama?.

Linfield, Rachel Sparks

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ538242

Record Type: CIJE

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0269-2465

EISSN: N/A

Available Date: N/A

Can Scientific Understanding Be Assessed through Drama?

Linfield, Rachel Sparks

Primary Science Review, n45 p4-5 Dec 1996

Evaluates the use of drama to assess children's knowledge of scientific concepts. Describes a case study of 7-year-olds and the study of magnetism. By taking science concepts out of the context of practical science activities, teachers could assess student knowledge without simply seeing what was expected, and students could explore ideas and apply knowledge. (PVD)

Descriptors: Case Studies, Drama, Evaluation Methods, Magnets, Primary Education, Problem Solving, Science Education, Science Process Skills, Scientific Concepts

Publication Type: Reports - Evaluative; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A