Abstract
The present questionnaire-based study examines Greek teachers’ views and attitudes towards drama-based activities in primary education classrooms when conducting Environmental Education programs. More specifically, 330 teachers provided information about (i) how the development of drama-based activities in the classroom facilitates the effective attainment of Environmental Education objectives, (ii) the expected cognitive and socio-affective benefits for the students, and (iii) their suggestions for improvements when they assess the students’ professional performance during drama-based activities. The results of the study show that, when Environmental Education is based on drama activities, it has a significant impact on students. Teachers believe that it increases resourcefulness, generates deeper understanding, empathy, willingness to participate in social actions, sharing responsibility and commitment, as well as sensitivity. However, the research shows that teachers need to be well trained, sufficiently motivated, inspired, and supported if drama-based activities in Environmental Education are expected to have the abovementioned impact.
Highlights
Various forms of art, such as music, drama, and fine arts, have been used as a teaching method in education during the last few decades
As far as the teachers’ views on the educational objectives of the Primary Education set by the Ministry of Education were concerned, 88.2% agreed that the use of drama-based activities in the educational process in general promoted the development of positive attitudes towards lifelong learning, co-operation, and responsibility, while 84.8% agreed that the construction, comprehension, and deep understanding of basic concepts and principles were being promoted
The present study examined Greek primary school teachers’ perceptions about the use of drama-based activities as a means of enhancing, supporting, and developing Environmental Education objectives
Summary
Various forms of art, such as music, drama, and fine arts, have been used as a teaching method in education during the last few decades. As far as students are concerned, research has revealed that their engagement in arts within the classroom triggers their interest in learning, increases their self-esteem, and enhances their ability to manage difficult situations to better understand and assimilate difficult concepts [5]. As students exercise their imaginative skills, they discover new possibilities for themselves and for others [5].
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