Theater as the STEAM Engine for Engaging Those Previously Disengaged

Theater as the STEAM Engine for Engaging Those Previously Disengaged

Paul C. Jablon
Copyright: © 2017 |Pages: 36
DOI: 10.4018/978-1-5225-2334-5.ch006
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Abstract

Connects the use of creative dramatics with engaging students previously disengaged with STEM classes. Elucidates a variety of reasons how creative dramatics allows STEM teachers and their students to succeed. Each of the assertions is backed by citations of research studies, classroom practice, and details of the theoretical underpinnings. Also included are detailed descriptions of three effective classroom methodologies using theater in STEM classes, along with specific examples of each that include student and teacher interactions.
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Introduction

Skilled inquiry-based elementary teachers who engage students in daily materials-based STEM investigations maintain students’ interests throughout their elementary school experiences. However, for much of the older school age population, science, mathematics and engineering are seen as “cold” subjects that are lacking in emotion and humanity (Heaverlo, 2011; Burke & Mattis, 2007), and by the time students reach early adolescence they have pretty much become disengaged from these STEM subjects (USDOE, 2006; Osborne, Simon, & Collins, 2003).

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