The Learning Science through Theatre Initiative in the Context of Responsible Research and Innovation

Abstract

Fostering Responsible Research and Innovation (RRI) is the next big step in the methodological teaching of Science. This is the solution towards an open classroom and innovation system of learning. The school science teaching needs to become more engaging. Science education should be an essential component of a learning continuum not only in classroom, but also for all, from pre- school to active engaged citizenship. "The Learning Science Through Theatre" Initiative creates a network of knowledge and collaboration between different communities by learning about science through other disciplines and learning about other disciplines through science. Forty Three (43) theatrical performances during the school years 2014-2016 were organized by secondary school students (2000 subjects) which embed both scientific concepts and cultural/ social elements which are expressed by embodied, verbal interaction and analogies. The methodology constitutes a merging of qualitative, quantitative and grounded theory analysis. The data were classified into categories and they were cross- checked by registrations forms, filled by the teachers. Results show that the acquisition of knowledge is successful with the co- existence of multiple semiotic systems and the theatrical performances are compatible with the principles of RRI.

Keywords

• Creativity
• Inquiry
• Embodied learning
• Responsible Research and Innovation
• Multiple representational Systems
• STEAM