Reflections on and analysis of the use of drama techniques and dialogic practices in teaching science in a primary school
Issue 15 | Page 46 | Published Aug 2018
Description
This article examines science learning, experienced in a primary school, in light of theories of social constructivism and how they can illuminate and explain learning experienced within an innovative project, which seeks to combine the use of drama techniques to teach tricky concepts in science with discussion, collaboration and peer support.
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