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Showing 1 to 1 of 1 for “"Science through drama"”.
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An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students
A growing body of evidence suggests that some Science teachers use drama-based strategies in order to promote understanding of abstract scientific concepts. These strategies employ action and imagination to simulate systems and processes that are too fast, too slow, too big, too small, too …