The use of drama in A Level chemistry: a study into the effects of simulation-role-play on the quality of learning of organic reaction mechanisms

Figures & data

Figure 1. Forms of organisation in ‘dramatic scene’ activities (Ødergaard, 2003, p.79).

Figure 2. A model of learning science through drama (Braund 2015, p.111).

Figure 3. Triangle of multi-level thought in science, based on Johnstone (2010, p. 24).

Figure 4. Example of a simple organic reaction mechanism representing the nucleophilic substitution of bromomethane.

Figure 5. Outline of the three phases of the study.

Figure 6. A sample of a kit of ‘props’ provided to use when representing one of the reaction mechanisms, typical of those used in phases 1 and 2 of the study.

Figure 7. A sample of the resources provided to use represent the mechanisms in phase 3.

Figure 8. Diagnostic question used in phase 3 of the study. Otter (2020, p. 368).

Table 1. An example of how the examination board mark scheme and the fine grain mark scheme are linked.

Question number	Brief description	Coding options	Extra comments for exam board mark scheme	Fine grain mark	For both mark schemes code 1 for mark and 0 for no mark
Mark 4	Arrow 2 movement/ identification of source and sink	0 no answer 1 arrow from C-Br to Br 2 arrow from C to Br 3 arrow from Br to C-Br 4 arrow from Br to C 5 other		8	Coding 1 allowed for mark
	Position of arrow 2	0 no answer 1 incorrect answer above (2–5) 2 arrow close enough to source and sink 3 arrow close to source but too far from sink 4 arrow too far from source but close to sink 5 arrow too far from source and sink 6 other	Only code 2 if code 1 awarded above C –^↷Br ✓ (ideal) C –^↷Br ✓ (limit of precision for the mark) C –^↷Br x (too imprecise at both ends)	9	Codes 2,3,4,5 gain mark. Contingent on gaining mark 8 above, but may be quite imprecise
	Mark 4 awarded?	0 mark not awarded 1 mark awarded	Correct position and direction for arrow 2 needed for mark

Figure 9. The relationship between the macro, sub-micro, and symbolic levels in the drama lessons and how they support each other to strengthen conceptual understanding. Adapted from Johnstone (2010, p. 24).

Figure 10. A model for learning science through drama, based on a modified Braund (2015, p. 111).

Ødergaard, M. 2003. “Dramatic Science: A Critical Review of Drama in Science Education.” Studies in Science Education 39 (1): 75–101. https://doi.org/10.1080/03057260308560196.

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Braund, M. 2015. “Drama and Learning Science: An Empty Space?” British Educational Research Journal 41 (1): 102–121. https://doi.org/10.1002/berj.3130.

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Johnstone, A. 2010. “You Can’t Get There from Here.” Journal of Chemical Education 87 (1): 22–29. https://doi.org/10.1021/ed800026d.

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Otter, C. A., 2020. “The Use of Drama in A Level Chemistry: A study into the effects of simulation-role-play on the quality of, and student attitudes towards, learning of organic reaction mechanisms.” PhD diss., University of Leeds.

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