Animals, Emperors, Senses: Exploring a Story-based Learning Design in a Museum Setting

Murmann, Mai; Avraamidou, Lucy

doi:10.1080/21548455.2012.760857

Cited by 20 publications

(31 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Narrative is considered our main form of communication and has been studied and represented in a number of disciplines, such as education, sociology, human psychology, philosophy, history, fiction, film, and others [3,11]. As reported elsewhere, in 1986 Bruner defined two primary means of thought: paradigmatic and narrative [4]. The paradigmatic mode is in its nature logic, scientific, and is based on reasoning.…”

Section: Defining Narrativementioning

confidence: 99%

“…Narrative is a familiar tool given its use for communication in every day life, and which students can use for interpretation [34]. Hence, by introducing narrative to science centers, students have a familiar structure to help them cope with all the unfamiliar elements that comes with learning a new topic, developing skills, and physically navigating in learning environments [4].…”

Section: Narrative As a Learning Toolmentioning

confidence: 99%

“…The first perspective is connected to the design of a strong and convincing story that scaffolds students. From this perspective structures must be crafted in a way that makes sense to students and interact with other educational elements from the learning activity [4]. The second perspective is connected to the story as a cognitive tool that could scaffold student science learning.…”

Section: Defining Narrativementioning

confidence: 99%

“…The understanding of narrative as a cognitive tool for learning is based on the assumption that students already know the narrative structure and content and consistently use them in an attempt to understand and retell their experiences [4]. Narrative is a familiar tool given its use for communication in every day life, and which students can use for interpretation [34].…”

Section: Narrative As a Learning Toolmentioning

confidence: 99%

“…In the past decade, there has been a shift to the use of qualitative research methods and examination of the social and affective domains of learning in museum settings and other out-of-school settings (e.g., [4,40,48,55,56]). The findings of these studies provide compelling evidence about the significant role of museums and out-of-school settings on supporting learning and development.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Narrative as a learning tool in science centers: potentials, possibilities and merits

Murmann¹,

Avraamidou

2014

JCOM

Self Cite

View full text Add to dashboard Cite

In this theoretical paper we explore the use of narrative as a learning tool in informal science settings. Specifically, the purpose of this paper is to explore how narrative can be applied to exhibits in the context of science centers to scaffold visitors science learning. In exploring this idea, we analyze the theoretical, structural and epistemological properties of narrative. In the pages that follow, we first discuss the advantages and possibilities for learning that science centers offer alongside challenges and limitations. Next, we discuss the role of narrative in science, as a tool for supporting science learning. We then continue with an analysis of the structural and epistemological properties of narrative and discuss how those can serve to establish narrative as a learning tool.

show abstract

Section: Defining Narrativementioning

confidence: 99%

Section: Narrative As a Learning Toolmentioning

confidence: 99%

Section: Defining Narrativementioning

confidence: 99%

Section: Narrative As a Learning Toolmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Narrative as a learning tool in science centers: potentials, possibilities and merits

Murmann¹,

Avraamidou

2014

JCOM

Self Cite

View full text Add to dashboard Cite

show abstract

Narrating science: Can it benefit science learning, and how? A theoretical review

et al. 2023

View full text Add to dashboard Cite

Narrative texts have been advocated as tools to tackle science learning challenges, and there is even the proposal of a “narrative effect” on learning. We believe it is necessary to examine previous evidence on this effect, as well as to characterize the process of learning through science narrative texts more broadly. In this article, we offer a theoretical review drawing on three frameworks, namely on pedagogical aspects of text learning, linguistic features of texts, and cognitive aspects of text comprehension. Based on that, we analyzed two complementary questions. First, we reviewed 36 studies to ask if science narrative texts can benefit learning and memory outcomes at different educational levels (i.e., the “If” question). We found encouraging evidence for the use of science narrative texts at various educational levels, especially in delayed assessments and longer‐lasting interventions. Second, we gathered and linked ideas, hints, and evidence on how the process of learning with science narrative texts takes place, namely on conditions and underlying processes (i.e., the “How” question). There are many features from conditions (texts, learners, activities, wider context) and underlying processes (integration with prior knowledge, affective dispositions, and cognitive abilities) that can help to account for variability in outcomes; yet, ideas and evidence are not always tightly connected. We suggest that education and research should focus on specific narrative effects, that specify with what (texts), with whom (learners), when and where (activities and wider context) these effects occur, as well as “why” (underlying processes). We believe the proposed framing can help both make sense of previous evidence and inform future educational practices and research and provide some recommendations in this regard.

show abstract

Make-Believe in Gameful and Playful Design

Deterding

2016

Human–Computer Interaction Series

View full text Add to dashboard Cite

Animals, Emperors, Senses: Exploring a Story-based Learning Design in a Museum Setting

Cited by 20 publications

References 19 publications

Narrative as a learning tool in science centers: potentials, possibilities and merits

Narrative as a learning tool in science centers: potentials, possibilities and merits

Narrating science: Can it benefit science learning, and how? A theoretical review

Make-Believe in Gameful and Playful Design

Contact Info

Product

Resources

About