January 1st, 2013 | RESEARCH
Rather than enacting imaginative approaches, some teachers tend to engage in safe but unexciting transmission of science knowledge. This study examined a professional development programme wherein primary school teachers learned the skills and approaches of Dramatic Science. The findings indicate that the programme met its aim of helping teachers become more confident and creative in supporting children’s science learning.
Document
(no document provided)
Team Members
Heather King, Author, King's College LondonRelated URLs
Tags
Audience: Educators | Teachers | Elementary School Children (6-10) | General Public | Museum | ISE Professionals | Pre-K Children (0-5)
Discipline: Art | music | theater | Education and learning science | General STEM
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Professional Development | Conferences | Networks | Professional Development and Workshops