Reflections on and analysis of the use of drama techniques and dialogic practices in teaching science in a primary school

This reflective article examines science learning, experienced in a primary school, in light of theories of social constructivism and how they can illuminate and explain learning experienced within an innovative project. This project sought to combine the use of drama techniques to teach tricky concepts in science with discussion, collaboration and peer support. Having established the background to the project, this article examines some of the theories of social constructivism evidenced in the project. Its purpose is to reflect upon learning so as to usefully promote similar approaches in the future. Its findings point to the usefulness of social collaboration in learning, the value of dialogic practices and the use of scaffolding to enhance and deepen understanding