As environmental problems have become rampant globally, ecological citizenship has been drawing attention. Therefore, research on educational practices in the field of environmental education is required in order to cultivate ecological citizenship.
This study aims to explore the educational value of process drama as an effective way of developing ecological citizenship. The detailed research questions are as follows.
First, what effects can experience with process drama have on participants' acquisition of qualities as ecological citizens?
Second, how can the educational value of the process drama be realized in educational programs on ecological citizenship?
Third, how can the process drama be structured effectively to promote ecological citizenship?
In order to find answers to the questions of this study, a process drama program was developed and executed to one class of 6th grade of elementary school in Busan. The results of the study are as follows.
The four qualities of ecological citizenship (responsibility, justice, participation, and sustainability) improved as a result of applying the ecological citizenship scale tool. This suggests that process drama programs can have a positive effect on cultivating ecological citizenship.
After experiencing the process drama, participants were able to sympathize with the situation of others living far away. In addition, practical knowledge could be effectively acquired within contextual situations of the process drama. Finally, it was confirmed that the non-privileged and horizontal communication also occurred in the process drama, which is pursued in the decision making process as an ecological citizen.
To design more successful process drama, the following conditions must be preceded. First, since process drama requires voluntary participation, participants' understanding of process drama should be preceded. Second, some methods are required to prepare participants to immerse themselves in the process drama. This study suggests four conditions for successful immersion: the deconstruction of classroom settings, the appropriate use of signs, unexpected dramatic development and group improvisation. Finally, it should be preceded to develop a drama that digs into the focus question in depth. Leaders are expected to be able to improvise appropriate questions and activities suitable for the subject of inquiry.
For further research, I would like to make three suggestions as follows. Since the study is based on a single case, it is necessary to study various cases to explore the value of process drama in fostering ecological citizenship. Second, process drama programs that deal with more diverse environmental issues should be developed. Finally, it is advised to develop some ecological citizenship scales that apply to various age groups, which more ecological citizenship education studies can use as a reference.