Ensures that the search results will be relevant to the topic that is selected. Phase 3: ANALYSE: students analyse evidence Students analyse evidence, using dialogue with each other and the teacher to support their developing understanding. Students engage in analysing data (organizing data, finding patterns, assessing data quality), interpreting data, making inferences, modeling, etc.). They make a attempt of creation of the script on which they will base their theatrical performance. Improvisation plays a key role in this phase, as students try to set up a basic skeleton of the play. Acts as a facilitator of the process. Coordinates the discussions among students regarding the data they collected and encouraging the emergence of organized information models. Encourages and coordinates the group of students to improvise and create a first Creation of basic theatrical scripts and improvised theatrical performances.
Phase 5: CONNECT: students connect explanations to scientific knowledge Students connect explanations with scientific knowledge, using different ways of thinking and knowing (‘knowing that’, ‘knowing how’, and ‘knowing this’) to relate their ideas to both knowledge and to interdisciplinary knowledge to understand the origin of their ideas and reflect on the strength of their evidence and explanations in relation to the original question. Explore the topic spherically and find connections with other disciplines (eg arts, theatre, music, technology). Exploration of new areas according to students’ interests. Students investigate on the science theatre design and implementation. They are divided into groups: Script/directing Investigate characters and generate ideas for dialogues/actions. Actor group: Investigate characters and work on performance in Allows room and enhances connectivism with other disciplines, such as arts, theatre and music. Teacher also communicates with professionals (director, musician and pedagogist). Coordinates and encourages the groups of students. Ιnterdisciplinary activities (science and art activities) that include the creation of the final theatrical script, background music, scenery and costumes, choreography, potential video editing etc.
Coordinates the final science performance of the students. Phase 7: REFLECT: students reflect on the inquiry process and learning Individual, collaborative and reflective activity for change both consolidates learning and enables students and teachers to balance educational tensions such as that between open-ended inquiry learning and the curriculum and assessment requirements of education. Students are evaluated by the evaluators of the final event (scientists, professional artists, science communicator experts). They are also evaluated by the general public of their theatrical play. Having received their prizes and awards, they discuss with each other and with the teacher about the characteristics of their success (stage design, music composition, group dialogue, ethical discusses with the students what went well and what did not in the implementation of the final theatrical performance of students. Evaluates whether all students were involved in the creative inquiry process and fills
decision-making regarding inclusion of all students in the creative process, etc.) and the factors that contributed to some potential unfortunate incidents. an observation form provided by the organizers, which helps in the description and evaluation of the whole inquiry procedure (meaning making of scientific concepts, participation of students, inquiry learning procedure, embodied learning etc.) Teacher balances the outcomes of the creative educational process with the assessment