Development of scientific explanation ability of eleventh-grade students through science drama-based learning

Abstract

The research aims to develop scientific explanation ability of eleventh-grade students through science drama-based learning based on the concept of edutainment with five main steps as follows: (1) orienting and questioning, (2) investigating, (3) strengthening understanding/ reflecting, (4) developing the drama, and (5) communicating/ reflecting. The research objectives consisted of: (1) To study the approaches to science drama-based learning that develop scientific explanation ability; (2) To compare scientific explanation ability before and after learning; and (3) To study students’ satisfaction with science drama-based learning. The research model was pre-experimental research using quantitative and qualitative data to show the results of science drama-based learning. The research participants were 29 eleventh grade students. The research instruments consisted of: (1) a science drama-based learning lesson plan; (2) a scientific explanation ability test; (3) interviewing form for a reflection about science drama-based learning and the scientific
explanation ability; and (4) the satisfaction assessment form towards science drama-based learning. The results showed that: (1) the mean scores from scientific explanation ability test after learning were significantly higher than before at the 0.01 level (t = 8.28, p < .01); and (2) the satisfaction level of the students towards the overall science drama-based learning was at the highest level. (Mean score = 4.53, SD = 0.59). The results revealed that science drama-based learning could develop students’ scientific explanation abilities. However, students lacked proficiency in reasoning that explains the relationship between evidence and conclusion (claim), referring to sufficient and appropriate evidence for the conclusion.