Abstract
This research clarified effects and problems of role-playing learning through the process of creating a high school drama concerning global warming. Examinees' changing awareness of global warming during and after the learning period was investigated with ordinal questionnaires and concept maps. Interests and images about global warming which were developed during the learning period continued after the period. This led to further voluntary learning and deepened examinees' thinking. Role-playing can so keenly impress what they learn through their experiences that it can be effective and sustained. However correcting erroneous knowledge is difficult in and after the learning period. It is important to detect possible errors and misconceptions beforehand and deal with them before the end of the learning period.
