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Science studies / Inquiry / Inquiry-based learning / Philosophy of education / Scientist / Science education / Science / Scientific method / Process drama / Education / Educational psychology / Education reform


HOW DOES DRAMA SUPPORT LEARNING ABOUT THE NATURE OF SCIENCE: CONTRASTING NARRATIVES FROM THE UK AND NZ Debra McGregor¹, Dayle Anderson², Delia Baskerville², and Priya Gain3 ¹ Oxford Brookes University, Oxford, United
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Document Date: 2014-02-16 10:05:45

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City

Stoke-on-Trent / Wellington / Staffordshire / Oxford / /

Company

Ford / Forman / /

Continent

Antarctica / /

Country

United Kingdom / New Zealand / /

Facility

Oxford Brookes University / Heathcote / Victoria University of Wellington / /

IndustryTerm

food dye / oil / pedagogic tools / /

NaturalFeature

Southern Ocean / /

Organization

Victoria University of Wellington / i.e / NZ Ministry of Education / NZ / New Zealand Centre of Sea Science Activity / Education Review Office / Oxford Brookes University / Centre for Sea Science / Muritai School / /

Person

William Harbutt / Gain / Delia Baskerville / /

Position

classroom teacher / team member / teacher / teacher / researcher / genuine scientist / artist / fictional sea scientist / company manager / art teacher / scientist / drama practitioner/ researcher / assistant / science practitioner/researcher / entrepreneur / real scientist / teaching assistant / sea floor model / /

URL

http /

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