The use of drama in science is a very powerful and memorable experience. This book provides a useful toolkit for beginners but also stimulus for the more experienced practitioner. It would also appeal to the top end of primary school.' Dudley Shallcross, Director of the AstraZeneca Science Teaching Trust, UK As a science teacher like me you may love to be centre stage during demonstrations, however using drama effectively during your lessons may seem one step too far. This book gives lots of easy-to-use lesson plans and ideas to increase active learning techniques by using drama and role plays in teaching. These techniques support the teacher to engage students, especially through some difficult concepts, and aid deeper learning, better recall and motivation. As a non-drama specialist it has also helped me to understand the subject better and confidently pass on suggestions to other members of the science department by sharing ideas and good practice.' Rebecca Houlsworth, science teacher, Ullswater Community College, UK Performing Science provides teachers with tasty and practical recipes to cook up engaging lessons that will have our students act out the concepts and processes we are learning. Through games, simulations and skits, we become active players in the drama of nature. This makes the concepts easier to understand and remember - better than any lecture or reading. What a fun approach! -- Anthony Cody, education author and blogger, and leader of workshops for teachers across the United States and internationally This book contains accessible lessons plans to aid teachers in teaching scientific concepts through roleplay and drama. These are well presented and incorporate key considerations to ensure that students are effectively managed, such as the location needed and resources required, so teachers can consider these factors in advance...As a chemist, this book has given me the confidence to use role-play...I would recommend this book to trainee teachers and to the newly qualified, as well as to those teachers who want to incorporate more role-play into their lessons but lack confidence in how to organise students. -- Natalie Timoney * School Science Review *
