ABSTRACT
This chapter focuses on strategies—tactically employed over an extended period to pursue a broader educational goal. Challenges include students who come to class without having completed the pre-class work, and the workload for teachers in preparing all of the resources. The degree of blending is up to the teacher and the nature of the science content that is being covered. Scientists and teacher discuss possibilities for cooperation so that the needs of both the students and the scientists are met. Science role-plays can be simple or elaborate, but at their core they involve the students themselves enacting scientific processes. Role-plays can be entirely scaffolded by the teacher, be a product of collaboration between students and teacher, or can be entirely produced by students. Equipment can be as simple as strips of card with paper clips forming headbands to identify what each student represents, or as elaborate as a fully costumed play.
