Role-play in science teaching and learning - ASE Science Year CD ...

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Role-play in science teaching and learning McSharry and Jones Table 4 Some examples of the uses of analogy role-play and simulation in the science curriculum. Type of role-play Area of curriculum that can be described Biology Chemistry Physics Analogy Circulatory system Structure and function of cells (Figure 2) Enzyme action Phagocytosis Transpiration Antibody/antigen interaction Predation Atomic structure (Figure 3) Valency Concentration effects Surface area effects Gas laws Diffusion Sea-floor spreading Kinetic theory States of matter Expansion (Figure 4) Electricity/electrical circuits Absorption of colour (see Batts, 1999) Refraction and reflection Movement of the planets and moons Simulation Environmental issues (SATIS no. 1206) Drug use Sex education debates Ethics of genetic manipulation Environmental issues Ethics of oil extraction Ethics of raw material extraction Industrial hazards (SATIS no. 1002) Use of fuels/renewable energy Use of nuclear fuel (SATIS no. 109) Noise pollution start (wall or line) direction of ‘impulse’ finish Explanation 1 Choose a fast runner from the class. Line the rest of the class up, with arms outstretched so that they are just able to touch hands. 2 The idea is for the ‘nerve cell’ to pass-on an impulse from one to the next by touching the next person’s hand, while the runner tries to beat them to the finish. 3 After a few practices, say ‘Go!’ This role-play shows that nerve cells can pass on messages quicker than an isolated, moveable cell because they are long – and have a fixed position. Comparisons can also be made between nerve and hormone action. lone runner attempts to beat ‘impulse’ to finish line Figure 2 A role-play to describe the structure and function of a nerve cell. Using role-play Many teachers may fear teaching in an ‘active’ way because of a perceived loss of control. Control in ‘creative’ situations is derived from the structure that the teacher applies to classroom management, in much the same way as in traditional lessons; for example, the application of good planning, fair and clear class rules, stringent timing, clear instructions and a calm, positive delivery. Anything that happens within that structure remains under the teacher’s control, and is not normally due to any chaotic willfulness on the part of the taught. However, role-play is, of course, open to the potential of unruly behaviour, because in some cases it is actually quite difficult to teach (simulations in particular), demanding a great deal of judgement, skill and sensitivity to group dynamics. And sometimes the 78 School Science Review, September 2000, 82(298)
McSharry and Jones Role-play in science teaching and learning A magnesium atom e 1 analogous iron rod iron ‘atom’ e e e e e e e e e e 2 moderate ‘vibration’ e add to ‘water’ A magnesium ion e e remove the two outer ‘electron’ children e Explanation Based on their previous knowledge of atomic structure, children are encouraged to organise themselves in electron ‘shells’ representative of different elements. They would then be ‘added to water’ and behave as an atom would when ionising. Figure 3 ‘Building’ an element’s electron structure and demonstrating ionisation. e e nucleus, a small object, or represented by a child an ‘electron’ child teacher has to introduce new rules that the children must learn. The very act of learning these rules can lead to confusion. Often the most difficult rules for children to understand are those that require them, for the benefit of the role-play, to behave as a completely different person in, for example, a moral/ethical debate in a community which has recently discovered that it is to be used as an underground nuclear storage facility. No matter what each individual child may think about e e e e e e e e more vigorous ‘vibration’ Explanation 1 Children are asked to form a line which represents atoms in an iron rod, for example. They are asked to move backwards and forwards as if they are vibrating. The maximum length of the ‘rod’ is measured. 2 ‘Heat’ the rod by telling the children that the temperature is gradually increasing. They ‘vibrate’ more vigorously, thus increasing the length of the ‘rod’. Figure 4 Expansion role-play. the issue, it is extremely important that they play the role of the character given to them throughout the exercise. In order to get the best from this type of roleplay, it would be good to be able to perform them regularly so that the children come to understand what is required of them. The role-play must therefore be created in a way that makes it believable to the group, and this believability factor will be different with each group, on different days, and at different times of the day (Bolton, 1992). No single role-play will ever be the same twice; thus, adaptability of the teacher is a prerequisite. Having delivered the role-play and encouraged its ‘performance’, it is vital to review and evaluate the activity. Often, this can be achieved by a simple question-and-answer session, but it can also easily be done by art or in written work, or as an introduction to a related topic. During the review of the role-play the child’s emotional response to the activity should be elicited (which will invariably be extremely positive). School Science Review, September 2000, 82(298) 79
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