Process drama, conceptual metaphor, reverse cognitive processing, conceptual change
The use of process drama as a conceptual metaphor allows for ‘reverse cognitive
processing’ to happen, providing unique hinge-points in learning for students. This can allow the student to consider complex issues differently, positioning the learner differently,
influencing the way engagement and learning can happen (McGregor & Precious, 2014). This study focuses on improving students’ inclusion and engagement in science and in particular on conceptual understanding of energy, a complex cross-cutting science topic,
through the use of drama as a conceptual metaphor in teaching, learning and assessment processes. The design of the research and pedagogical framework developed that addresses conditions required for conceptual change and sequence of learning progression for Energy concepts this study is presented, along with its use for initial analysis of student responses to pre- and post-questionnaires.