The theory behind the use of role-p

The theory behind the use of role-play in science teaching and learning – as with ‘active’, ‘experiential’
or ‘child-centred’ learning – is that children are encouraged to be physically and intellectually involved in their lessons to allow them to both express themselves in a scientific context and develop an understanding of difficult concepts (Taylor, 1987). The key to role-play, and the reason why role-play can help to make science relevant to many children, is that it is based upon ‘play’.