enriching everyday biology teaching with theatre sports
TRANSCRIPT
Enriching Everyday Biology Teaching with Theatre Sports
George Arlapanos, Biologist MEdExperimental General Senior-High School of Patras, GR
Image: http://wellcomeimages.org/indexplus/obf_images/79/52/769fa5684d12aa2bfb40fce4fcfa.jpg
Characteristics of the implementation:• Connection with the curriculum – teaching methods: Theatre Sports was
the last of a series of teaching techniques practiced to teach the concepts of: 1. Cell differentiation2. Cell types3. Tissue forming4. Tissue cooperation and function5. Health and everyday habitsThe above mentioned concepts were theatrically represented by students during Theatre Sports.
Other characteristics of the implementation:• Class A (age 16), number of students = 60 (2 classes of 30), • Took place during October 2016, 1-2 teaching hours per class. • No significant extra teaching time was spent for the implementation.
Theatre Sports is……a competitive dramatic improvisation game
It was performed in 3 rounds, during which two students’ teams we asked to create:– A ‘frozen’ image: Cell types and tissue structure: Neural
network vs Ciliated epithelial tissue in the respiratory tract – A moving image: Tissue function and cooperation: Nerve-
muscle function in skeletal muscle movement vs Mucociliary transport
– A short sketch: Health issues in everyday life: Diet and cardiovascular system health (common topic)
While playing Theatre Sports...
…and although no warming activities were carried and no theatrical skills were developed prior to the game, the students showed notable interest, cooperation, improvisation and theatrical play skills. Very interesting representations of scientific concept were made, both realistic and abstract, and rich discussion followed.
See also: video
Frozen image: A neural network (realistic, holding each other’s hands) in a developing embryo (abstract, kneeling
and posing hands upwards)
Frozen image: A neural network (realistic, holding each other’s hands) in a developing embryo
Moving image: Tissue function, mucociliary transport: Cilial epithelium of the respiratory tract producing mucus and
expelling microbes etc
Moving image: Tissue function, mucociliary transport: Cilial epithelium of the respiratory tract producing mucus and expelling
microbes etc
See also: video
Moving image: Skeletal muscle contraction (macroscopic = girl on the left, moving arm /
microscopic = connected muscular cells, contracting)
Theatre Sports in our everyday Biology lesson…
• …offered a way to enrich the learning of general human anatomy and physiology concepts
• …gave to the students an opportunity to relax, play and cooperate through this way of team improvisational creative expression
The above were supported by data collected through questionnaires given to the students after the
implementation.
Not at all A bit Much
5%
40%
55%
How much did the game help you better understand the con-cepts represented?
N=58
Not at all A bit Much
16%
55%
29%
I answered some ques-tions through this game
N=58
In students’ opinion, Theatre Sports seems to support learning up to a point
Much
53%
78%
62%
28%
67%
How much did each of the fol-lowing teaching techniques help you understand the concepts of
cells and tissues?Concept maps Videos-ImagesTheatre Sports Book studyTeacher's explaining
In order of preference:
1- Videos and images
2-Teacher’s explanations
3-Theatre Sports
4-Concept maps
5-Book study
It seems that multimedia, meaningful conversation and other active ways of learning are preferred in comparison with more
‘solid’ means of learning.
N=58
Yes A bit No
84%
10%5%
57%
33%
10%
83%
17%
0%
84%
16%
0%
84%
14%
2%
47%
39%
14%
I liked playing this game because...
…I need to play during the class…it was competitional…it was improvisational…it was a role play…I cooperated…I like the compination of arts and science sometimes
Students mostly state that they need to play and that they like the element of improvisation, cooperation and role playing.
They seem to be quite but not totally less fond of the element of competition and they seem to hesitate a bit about – but do not discard - the combination
of arts and science
N=58
Yes A bit No0%
24%
76%
2%
36%
62%
2%
36%
62%
2%
14%
84%
0%
24%
76%
0%
19%
81%
I didn't like this game because...
…it was confusing
…it needed improvements
…it was pressing
…we couldn't cooperate
…it was competitional
…it was relevant to theatre
Students do not seem to have serious
problems with the game.
However, they make a point on the necessity of improvements and
on the element of pressure/difficulty in
understanding how to perform and, up to a point, competition.
N=58
Definitely So and so No way
90%
10%0%
I would play Theatre Sports again
N=58
Definitely So and so No way
71%
19%10%
I would be happy if a school Theatre Sports tournament
took placeN=58
Students are clear in stating that they like Theatre Sports and find it
benefitial (obviously, for specific reasons they previously stated).
However, it must be taken into account that at the same time they
have pointed out that this combination of arts and science is not
the most essential tool for learning the chosen scientific concepts and that improvements must be made
especially as far as rules and maybe competition are considered.
N=58