Role playing may not be promoted in math and science due to the time it takes to front load these activities and also the fact that these subject areas have traditionally been taught through the dissemination of information and rote learning of concepts. Another reason role playing may not be promoted is due to the fact that evaluating students in role-playing is not as clear cut as traditional forms of assessment and in fact in addition to assessing students on the “performance” aspect of the exercise, students should also be accountable for their research, preparation, and collaboration with peers (Howes  & Cruz, 2009). The preparation for this type of learning falls directly on the educator and is much more work than traditional test style assessment.

With educational reforms, research is showing that deeper learning can occur when these subjects are taught in a more constructive or inquiry based way.  Research has shown that role playing along with a technology enhanced learning environment engages students in their learning. In addition, it can lead to more authentic learning and allow students to develop multiple perspectives ( Howes & Cruz, 2009). The benefits of role playing include promoting communication skills, building understandings, allowing for problem solving, decision making and critical thinking skills, all skills useful in STEM. Research has shown that role play with elementary school students enables them to adopt different identities and act out their fictitious roles and allows students to have the opportunity to think differently and question their prior beliefs. (Lin, Chiu, Hsu & Wang, 2015). In one study, a computer-supported role-playing game was used which provided clear directions for the assigned roles and forced the students to consider different view of controversial issues. When students’ prior beliefs were inconsistent with their assigned roles, it led to conflict, which then had the possibility of inspiring new perspectives, and so enhancing their abilities to construct an argument ( Lin et.al, 2015).

In another study, a role play activity “Prey Play” provided fifth grade students with opportunities to examine predator–prey interactions. Again, engagement was paramount and the role play allowed the students with opportunities to interact with materials and science content. Additionally the role play was purposely created with the local area in mind so that students found the learning relevant and also that it was familiar (Deaton, Dodd, Drennon & Nagle, 2012).This too applies to embodied learning. For example virtual reality seems to show the most benefit when the students can ground their learning in “real life” contexts and have a purpose for their learning.

When considering the younger child, the preparation and process of the role play activity may require more scaffolding as compared to older learners.  For example in the “Prey Play” activity,  educators discussed expectations for student behavior before heading outside for the role play. In addition, prompts and questions were asked throughout the series of role plays to ensure that the students were on the right track with their learning about predators and prey. (Deaton, et al, 2012).

Another way to engage younger students with role play is through the context of a scientific issue through a case study. When students are presented with multiple opportunities to research environmental science content and allowed to research issues that are relevant and meaningful to their community, their science content knowledge improves. When they have purpose for their learning or think about how it can impact their neighborhood and/or community they become engaged with their learning. In one case study, students learned about a local environmental issue impacting the community (algae in the lake). In using role play and case study to research environmental science students in this case added to their science content knowledge through research or inquiry investigations about the issue through examining environmental issues in their agricultural community (Deaton & Cook, 2012). The goal of this role play/case study could be enhanced through TELE. As part of the study students were required to research science content, and participating in role-playing which could be enhanced through well designed simulations or virtual reality.

Role play should be developed in the science classroom as a way for students to engage with their learning, learn to understand and share alternate perspectives, and foster communication, problem solving, decision making and critical thinking skills.

References

Cynthia C. M. Deaton & Michelle Cook (2012). Using role-play and case study to promote student research on environmental science. Science Activities: Classroom Projects and Curriculum Ideas, 49:3, 71-76, DOI: 10.1080/00368121.2011.632449

Deaton, C., Dodd, K., Drennon, K., & Nagle, J., (2012). “Prey play”: Learning about predators and prey through an interactive, role-play game. Science Activities: Classroom Projects And Curriculum Ideas  49, 4. pp 128-137.

Howes, E, Cruz, B. (2009). Role-playing in science education: An effective strategy for developing multiple perspectives. Journal of Elementary Science Education, 21, 3, pp. 33-46.

Lin, C.H., Chiu, C.H., Hsu, CC., & Wang, I.T., (2015). The influence of playing for or against a controversial position on elementary students’ ability to construct cogent arguments. Asia Pacific Education Researcher 24: 409. doi: 10.1007/s40299-014-0193-2