Role playing activities are often not included in science and mathematics classrooms because they are often characterized as activities to understand a historical character’s feelings or intentions (Resnick & Wilensky, 1998). Science and mathematics on the other hand, usually encourage students to take on a “detached” manner of observation and analysis (Resnick & Wilensky, 1998, p. 154). Because of this, role plays in science are usually relegated to replicating a scientific phenonmen such as the structure of an atom or the movement of planets in the solar system (Resnick & Wilensky, 1998). These phenomena can be visualized through the use of computer modeling, but despite the interactivity of computer modeling activities, Resnick and Wilensky (1998) note there is often a “lack of connection to deeper ideas” (p. 158). The cognitive growth missing here is the inability to “dance between diving-in and stepping-out” (Ackermann, 1991 cited in Resnick & Wilensky, 1998, p. 155). The article states this fluidity can be achieved through a combination of role playing and computer modeling activities, where computer modeling is used to emphasize key patterns of the phenonmen being studied and role plays to examine the “dynamics and process of pattern formations” (Resnick & Wilensky, 1998, p. 168). Through their role play, students can “dive” into complex science processes and gain a deeper understanding that could not be achieved through “distanced analysis” (Resnick & Wilensky, 1998, p. 159). Visualization role plays and computer modeling activities restrict students but the interactive role plays presented by Resnick and Wilensky (1998) give students feedback within the complex system they are exploring which “enabl[es] them to try and test out their theories” (p. 167).
Two processes were explained through role plays by Resnick and Wilensky. The first one, the interactions of ants, I could imagine replicating in my own Grade 3 primary class because the rules students operate in are straightforward. Everyone has the same goal, to form groups with the same number. The number is arbitrary and the rules center around how to interact. The second role play about atom interactions, was compared to a cocktail party–this type of role play could easily turn into a class on Social-Emotional Learning if students are unable to separate their personal feelings from the goal of the role play. The rules encompassing the second role play do not regulate how students should interact, but with whom they should interact, so I would be hesitant about using this in a classroom because of the social dynamics already at play amongst students which I may or may not be aware of. I am concerned that such a role play would exacerbate or ignite existing and potential discrimination/bullying behaviours. This is the age where children are developing empathy and there is a real possibility that this could test students’ tolerance. Resnick and Wilensky (1998) report that teachers may hesitate to use role play activities in science and maths classes because there is the danger that students will confuse social dynamics with “scientific ways of thinking and knowing” (p. 168). The possibility that students will ignore scientific thinking and focus on their feelings and prejudices is real due to their age and experience. The second role play would be more appropriate for a mature class, a class who are capable of detaching themselves enough from their own feelings so they can remember the goals of the their role.
Resnick and Wilensky (1998) mention one of the obstacles these role plays face is lack of participants and suggested using the Internet as a way to involve enough learners. Perhaps the Internet could be used to create a shield so students forget their biases and focus on uncovering patterns in processes. According to Resnick and Wilensky (1998), “practicing scientists often make use of their own personal experiences in making sense of the natural world” (p. 169). When teachers incorporate role play activities into science and maths lessons, they must be aware of their students’ experiences and maturity levels and take these into account to have students successfully immerse themselves into their new roles.
Reference
Resnick, M. & Wilensky, U. (1998). Diving into complexity: Developing probalistic decentralized thinking through role-playing activities. The Journal of the Learning Sciences, 7(2), 153-172.