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Effect of Science Drama Participation Experience on Students' Science-Related Affective Domain
New Phys.: Sae Mulli 2019; 69: 176~186
Published online February 28, 2019;
© 2019 New Physics: Sae Mulli.

Yuri SEONG, Sungmin IM*

Department of Physics Education, Daegu University, Gyeongsan, 38453, Korea
Correspondence to:
Received December 12, 2018; Accepted December 21, 2018.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to explore the effect of science drama participation experience on students' science-related affective domain and to suggest implication of science drama in school science education by describing the difficulty of science drama. For this, we investigated the changes in students' cognition, interest, and attitudes before and after applying science drama by using questionnaires and by analyzing students' reflective journals, interviews, teachers' field notes, and  descriptive survey results. We found significant improvements in cognition about science, science-related careers, and importance related to STS problems in the cognition dimension; in interests toward science, science learning, science activities, and anxiety in the interest dimension; and curiosity and critical-mindedness in the attitude dimension. Those who participated in science drama described problems with implementing science drama in school such as lack of prior experience with or expertise on science drama, heavy load for academic achievement, negative expectation for science drama, and requirement for resources to implement science drama.
PACS numbers: 01.40.ek,
Keywords: Science drama, Affective domain, Cognition about science, Interest in science, Scientific attitudes

February 2019, 69 (2)
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