“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms
“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms
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“科学剧场让你擅长科学”：城市基础科学课堂中具身表演的可供性
DOI：
10.1002/tea.21735
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发表时间：
2021
影响因子：
4.6
通讯作者：
Rosario, Maria
中科院分区：
文献类型：
--
作者：
Varelas, Maria;Kotler, Rebecca T.;Natividad, Hannah D.;Phillips, Nathan C.;Tsachor, Rachelle P.;Woodard, Rebecca;Gutierrez, Marcie;Melchor, Miguel A.;Rosario, Maria
学校科学继续疏远认同非主流、非西方文化的学生和有色人种的学习者，并将科学视为一项事业，在这项事业中，成功需要将自我和肉体与思想和心灵分离开来。为了抵制身心分裂的殖民式教学法，我们的目标是在科学课堂上创造教学空间和场所，以维持参与和意义创造的公平机会，使身心融合在一起。在学校和大学教育工作者和研究人员合作的背景下，我们探讨了如何通过表演艺术培养多模态素养，为少数民族社区的学生提供创造知识的机会，并将自己定位为科学专家和才华横溢、富有创造力的意义创造者。四个理论视角（社会符号学和多模态；戏剧化和具身思维；为少数民族拆解主要叙事；以及知识生产和身份建构的关系）构成了这个多案例研究的框架，研究对象是通过具身表演理解和传播科学概念和实践的小学生和中学生。该研究提供的证据表明，具体的科学表征为学生提供了丰富的机会来构建科学知识和定位，以支持参与科学，无论是在教室里小规模地进行，还是在整个学校通过大规模的科学剧进行。当学生表演者为了表达思想而协调不同的动作和模式时，具体化的戏剧为集体意义创造了机会。同一概念的多次颁布孕育了多维科学、社会文化和社会政治意义的发展。在实施过程中，学生以允许扩展科学身份成为可能的方式定位自己和他人，并与其他突出身份交织在一起。通过将儿童的身体视为知识、想象力和专业技能的场所，将表演艺术与科学相结合，有可能促进思想之间以及自我与思想之间联系的发展。
School science continues to alienate students identifying with nondominant, non‐western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making where body and mind are enmeshed. In the context of a partnership between school‐ and university‐based educators and researchers, we explored how multimodal literacies cultivated through the performing arts, provide students from minoritized communities opportunities to both create knowledge and to position themselves as science experts and brilliant and creative meaning makers. Four theoretical perspectives (social semiotics and multimodality; dramatizing and the embodied mind; dismantling master narratives for minoritized peoples; and the relationship of knowledge production and identity construction) framed this multiple case study of classes of elementary and middle school students who made sense of and communicated science concepts and practices through embodied performances. The study provided evidence that embodied science representations afford students abundant opportunities to construct science knowledge and positionings that support engagement with science, whether performed on a small scale in classrooms, or for the whole school through a large‐scale science play. Embodied dramatizing led to opportunities for collective meaning making as student‐performers coordinated across various movements and modes in order to represent ideas. Multiple enactments of the same concept nurtured the development of multi‐dimensional scientific, sociocultural, and sociopolitical meanings. During embodiments, students positioned themselves and others in ways that allowed expanded science identities to become possible, intertwined with other salient identities. By treating children's bodies as sites of knowledge, imagination, and expertise, integrating performing arts and science has the potential to facilitate the development of connections among ideas and between self and ideas.
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