Creative Drama In Science education: The Effects on Situational Interest, Career Interest, and Science-Related Attitudes of Science Majors and Non-Science Majors

Kiah-Ju Ong,Ying-Chyi Chou,Chi-Chau Lin,Ding-Yah Yang

doi:10.29333/ejmste/115296

Abstract

Background:This research investigated the effects of creative drama on situational interest, career interest, and science-related attitudes of science majors and non-science majors. Also investigated were students’ perception toward creative drama.Material and methods:55 science majors and 28 non-science majors from five high schools in Malaysia voluntarily participated in this 5-day creative drama activity held in Taiwan. They completed pre-tests on “The Individual Interest Questionnaire” and “Test of Science-Related Attitudes”. They designed, prepared, and presented their creative drama during the 5-day. A post-test was administered after the activity.Results:Creative drama was found to have triggered the situational interest in science within both majors. The career interest and science-related attitudes of science majors were found to have significant improvement; some students’ perception toward science careers and science have changed after the activity. Some students commented that creative drama had developed their courage, social skills, teamwork, creativity, self-reflection, presentation skills, critical thinking, and problem-solving skills.Conclusions:Due to the promising results, hence, creative drama in science education could be an alternative to promote interest and career interest in science, science-related attitudes, and the development of soft skills.

Highlights

Industry 4.0, which is characterized by the integration of technologies between the biological, physical and digital spheres (Schwab, 2016), has been ongoing since the start of twenty-first century
Some students commented that creative drama had developed their courage, social skills, teamwork, creativity, self-reflection, presentation skills, critical thinking, and problem-solving skills
Some students commented that creative drama had developed their courage, social skills, teamwork, creativity, self-reflection, presentation skills, critical thinking skills, and problem-solving skills

Summary

Introduction

Industry 4.0, which is characterized by the integration of technologies between the biological, physical and digital spheres (Schwab, 2016), has been ongoing since the start of twenty-first century. Future workplaces will emphasize more on STEM skills (Deloitte Access Economics, 2014). In order to sustain the rapid development of the world, people need to equip themselves with scientific literacy, STEM skills, and skills of the twenty-first century (Deloitte Access Economics, 2014; Glynn, Brickman, Armstrong, & Taasoobshirazi, 2011; Kivunja, 2015). Interest in science (Ainley, Hidi, & Berndorff, 2002; DeBacker & Nelson, 2000) and positive science-related attitudes (Osborne, Simon, & Collins, 2003; Salta & Tzougraki, 2004) are promoting the learning of science. It is important to trigger the interest in science learning and promote science-related attitudes among students. The learning of science prepares one with scientific literacy and STEM skills, which have become increasingly important in the twenty-first century. It is crucial to promote science learning among the students

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Results

Discussion

Conclusion