Use of structured drama in science lessons - the connection between education and classroom practice for science teachers

A net based questionnaire was sent to former students specialized in science, who had been introduced to drama as method in their education. We wanted to find out to what extent these science teachers use drama methods in their classes and what argument they use for why and why not they use drama in their classes. Most of the respondents had classroom experience as science teachers, and they considered drama as a useful method in school. They stated that drama helped the pupils understanding, the pupils enjoy dramatizing and the lessons became more varied, as the most important reasons for them to use drama. Teachers who had not used the drama method in their teaching stated that it was mostly because it was difficult to organize lessons with drama as a method.