Abstract:
Throughout our history, drama has been used as a pedagogical strategy in science teaching. This didactic resource allows for the development of critical thinking through poetic language that enhances scientific thinking through representation, observation and questioning, enabling the organization of ideas for quality scientific training. In this article, we have analyzed the production of two scripts and their use for the preparation of the lesson plans by a group of 20 undergraduate students in the Pedagogy program at Universidade Federal do Tocantins, who collaborated with this research. The contributions of the use of scientific drama to teaching were discussed, as well as the possibilities and obstacles observed throughout the process in which the undergraduates participated in the activities for the construction of this pedagogical apparatus. Based on the data presented, we believe that drama is a resource with great potential for scientific dissemination and for training students.
Keywords:
Teacher education; Drama and education; Scientific thinking; Interactive didactic sequence