Theoretical Frameworks

2. Theoretical Frameworks

biology, physics, language, etc. “To communicate Models are mental representations of concepts and

across multiple subject areas, students must sort out phenomena. Several authors consider models as

and map the conceptual terrain that spans multiple intermediaries between the capacity of children to

disciplines and everyday interactions”. It is necessary interpret naturally occurring events and the multiple

to know the varieties of discourse used by students in aspects of these events and that they generally work

the classroom so that the teacher can evaluate what by representing hidden semantic links and organizing

they have really learnt [21].

these in a comprehensible way [15]. Both educators and researchers agree that the goal What is the most effective way to help student

of writing-to-learn activities is to create learning teachers to deal with practical problems so that they

situations in classrooms that allow for meaningful can teach science successfully? The authors proposed

writing. Effective writing not only communicates

93 what students have learned in a scientifically and

Constructing a Model of Digestion in a Primary School Using a Theatrical Performance

could be resolved by transcribing the prior text rhetorically correct style, but also aids students in

literally.

constructing knowledge about scientific concepts [17]. The pupils were encouraged to stage a theatrical Drama techniques have been recognized as very

performance for the whole school, explaining the useful tools for learning, not only for contents such as

digestion of a sandwich, a glass of water, an apple and language, but also for attitudes such as cooperation,

a piece of chewing gum.

collaboration and creativity [2, 3]. The act of staging, The class was divided into four work groups of writing and telling a story, facilitates the construction

three pupils each and each group chose one of the of robust and flexible models. Pupils have to make

food types suggested by the teachers. The pupils had decisions about characters, give roles to each of the

to choose the roles (sandwich, teeth, liver, stomach actors, and tell each other a story with a beginning,

etc.) and to write what was happening to them in the middle and end [2]. Describing a sequence of eight

digestive system.

steps constitute scaffolding through story and drama: They looked for the information in their textbook arouse interest, make vocabulary memorable, engage

and in other reference books about the human body with the story, facilitate initial comprehension, re-tell

that were in the classroom. They were also free to or act out the story, think from within the story,

look for information by using the Internet. The explore issues and transfer. This sequence leads up to

information that they found was discussed first among the last step which is to internalize. That is, after the

the members of each group and a preliminary script whole process that culminates in the dramatic

was written. After that, the four groups gathered performance, pupils should have constructed a together, discussed their ideas about the digestion of complex model of digestion that enables them to

the corresponding food types and put the different explain both the changes that take place in food and

scripts about each of the food types together into one the purpose of digestion itself.

script.

The scripts were discussed by the university