This research investigated the effects of creative drama on situational interest, career interest, and science-related attitudes of science majors and non-science majors. Also investigated were students’ perception toward creative drama.
Material and methods:
55 science majors and 28 non-science majors from five high schools in Malaysia voluntarily participated in this 5-day creative drama activity held in Taiwan. They completed pre-tests on “The Individual Interest Questionnaire” and “Test of Science-Related Attitudes”. They designed, prepared, and presented their creative drama during the 5-day. A post-test was administered after the activity.
Creative drama was found to have triggered the situational interest in science within both majors. The career interest and science-related attitudes of science majors were found to have significant improvement; some students’ perception toward science careers and science have changed after the activity. Some students commented that creative drama had developed their courage, social skills, teamwork, creativity, self-reflection, presentation skills, critical thinking, and problem-solving skills.
Due to the promising results, hence, creative drama in science education could be an alternative to promote interest and career interest in science, science-related attitudes, and the development of soft skills.
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