Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488627
Title: Imagined worlds, real learning : examining the use of drama in sustainable development education
Author: McNaughton, Marie Jeanne
ISNI:       0000 0001 2414 5878
Awarding Body: University of Strathclyde
Current Institution: University of Strathclyde
Date of Award: 2008
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Abstract:
The context for this thesis is a reflective practitioner research project that examined the use of educational drama in the teaching of sustainable development education (SDE) in the upper stages of the primary school. The drama lessons on which the study was based, link with learning outcomes in SDE. There was a particular locus in the Scottish education system. As 2005 - 2014 has been designated by UNESCO as The Decade of Education for Sustainable Development, it was particularly relevant to examine and emphasise the role of drama as a learning medium. A review of literature revealed pedagogical parallels between SDE and drama as a learning medium. Three research questions focused on which aspects of SDE could be addressed through drama, which dramatic conventions and teaching strategies could be employed in SDE, and examined the interactions between the drama participants, both pupils and teacher. Sets of drama-SDE lessons were implemented and data from observations, evaluations, field notes and video recording were collected and analysed. Evidence suggested that engaging in drama helped the children to develop knowledge, concepts, skills, attitudes and values pertaining to learning in SDE. The dramatic conventions of Teacher-in-Role and the building of fictional communities, and drama teaching strategies using responsive, emancipatory pedagogies were significant in effecting learning in SDE. This thesis sets out a pedagogical model, based on the relationships between the participants in the drama-SDE lessons, and the participants and the learning contexts. This demonstrates aspects for consideration in the planning, implementation and evaluation of drama in SDE. The conclusions suggest that holistic, active, participative learning, the particular ways of working within the dramatic context, and the relationship between the participants during drama SDE lessons, allowed children to develop concepts, skills and attitudes necessary for active citizenship, and facilitated learning in SDE.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.488627  DOI: Not available
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