THE TREATMENT OF DR LISTER: INVESTIGATING AND REVISITING A FAMOUS PRIMARY SCIENCE-BASED DRAMA 

Susan Davis

Abstract

With ongoing calls to make science learning more engaging for students while building teacher confidence and capacity to teach it, there is value to be found in working with drama-based inquiry models to frame and activate science-based learning. The Dr Lister drama provides an historical model that was documented by renowned drama educators Dorothy Heathcote and John Carroll and other drama educators in the 1980s. An analysis of that work provides the basis for this chapter and may serve to expand contemporary approaches to science education and learning. The use of drama and other artforms provides creative ways to engage children with science learning. Such a transdisciplinary approach also builds student understanding of the multiple roles of artist, scientist and entrepreneur which are integral to the success of any innovation. We can learn from these models of practice to engage in new investigations and inquiries and encourage students to be the creative problem-solvers needed for the current era, when the threat of pandemic and microorganism-based challenges once again has risen to the fore.

Key Words

Drama pedagogy, Science history, Dramatic framing, Teacher in-role