Communicating physics through story

Stannard, Russell

doi:10.1088/0031-9120/36/1/305

Cited by 11 publications

(18 citation statements)

References 4 publications

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“…For physics, Royce argued that, given the structural features of physics as being composed of laws, proofs, and theorems, the hierarchical structure of physics is rationalism, followed by empiricism wherein those laws, proofs, and theorems are empirically tested via observation. Metaphorism, on the other hand, is used to foster understanding of theories and complex phenomena (Stannard 2001;Taber 2001), but in the context of science, and physics in particular, it is not used to epistemically advance truth or reality (Quale 2002).…”

Section: The Current Studymentioning

confidence: 99%

Consistent results with the consistency hypothesis? The effects of epistemic beliefs on metacognitive processing

Muis

Kendeou

Franco

2011

Metacognition Learning

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We explored relations between students' epistemic beliefs, metacognitive monitoring and recall performance in the context of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational, empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton's First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical. Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge Muis' (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring and epistemic beliefs rather than the underlying epistemology of the domain.

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Section: The Current Studymentioning

confidence: 99%

Consistent results with the consistency hypothesis? The effects of epistemic beliefs on metacognitive processing

Muis

Kendeou

Franco

2011

Metacognition Learning

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“…At all scales, the concepts we use to describe the universe, from the smallest to the biggest one, are hardly comparable with the common ideas that dominate our lives. Nevertheless to build any good story [1] some elements cannot be avoided, like an environment, one or more characters, a plot based on introduction, a rising action, a climax and a final resolution. Furthermore, to create an involvement with the public, all these elements cannot be simply given as a logical sequence of concepts or ideas; they need to be described through their sensorial features: colours, sounds, dimensions and shapes, expressions, speeds, positions in time and space.…”

Section: Stories About Invisible Physicsmentioning

confidence: 99%

The Role of Images in the Storytelling of the Invisible

Scianitti¹,

Varaschin²,

Napolano³

2017

Proceedings of the European Physical Society Conference on High Energy Physics — PoS(EPS-HEP2017)

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As particle physicists, also science communicators who work on the communication on particle physics are always involved with the traces of something. Images have an increasingly important function in communication through both traditional and new media, and play an even more relevant role in building a good storytelling. Anyway, that's a well-known evidence, particles and forces of nature are not generous in offering images of themselves, and although they determine our universe and even our existence, they are not really familiar objects. That's why building a good storytelling about particles is always a new challenge: that's well-known for those who work in the Communications Offices of Scientific Institutes devoted to research in this field, who have to deal daily with both the constraints of institutional communication and the need to communicate an accessible message in a passionate way in order to reach and involve ever new audiences. Research and experimentation of different ways to communicate have led to the birth of conference-show projects, in which performing arts intertwine with the storytelling of science. But also art exhibitions that, thanks to a proper scenography realized through videos and interactive multimedia installations, seek to create realistic environments. Thus, the interweaving of different communication languages-from the dialogue around science ideas to the use of metaphors, images, cartoons, or artistic multimedia exhibits and performing arts-can lead the public to the discovery of some of the most fascinating ideas of contemporary physics like the discovery of gravitational waves, the search for Dark Matter, but also Albert Einstein's General Relativity or wave-particle duality.

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“…Everyone loves a good story," before arguing that storytelling could effect conceptual change by providing connections between science concepts. Similarly moved by the potential of storytelling in science classes, Stannard (2001) asked: "why should we not use the art of storytelling to pass on our modern scientific wisdom" (p. 30)? Anecdotal reports of the impact of reading fictional books with storylines that centre on scientific phenomena have been positive (El-Hindi, 2003;Stannard, 2001).…”

Section: Storytelling In Sciencementioning

confidence: 99%

“…Similarly moved by the potential of storytelling in science classes, Stannard (2001) asked: "why should we not use the art of storytelling to pass on our modern scientific wisdom" (p. 30)? Anecdotal reports of the impact of reading fictional books with storylines that centre on scientific phenomena have been positive (El-Hindi, 2003;Stannard, 2001). For example, Stannard claimed that developmental testing of his books (e.g., Uncle Albert and the Quantum Quest) "revealed that the children not only enjoyed the story format, but also learned a considerable amount of physics from them" (p. 32).…”

Section: Storytelling In Sciencementioning

confidence: 99%

Writing an Ecological Mystery in Class: Merging genres and learning science

Ritchie

Rigano

Duane³

2008

International Journal of Science Education

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Reading and writing stories with science-related themes make it possible for students to develop interest in and capacity for scientific thinking when specialist science and more popular genres converge. As well, feminist scholars have called for greater use of creative-writing activities in school science to counter students' disengagement in participating in science discourses. Yet few studies have been conducted into how students construct meaning as fictional and non-fictional science genres are merged in writing activities. The purpose of this interpretive study was to investigate what happens as a class of fourth-grade children co-creates a publishable eco-mystery -that integrates both fiction and non-fiction -with their teacher. Interpretations are organized around two themes; namely, when genres clash, and scaffolding science learning. The study asserts that: the children's engagement and interest in the writing tasks were sustained across genres; and the children demonstrated fluency in their use of canonically accurate knowledge of ecological/biological concepts embedded in the eco-mystery with scaffolding from their teacher. Additional evidence suggests that the children's fluency with scientific registers had more than a short-term effect.

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Communicating physics through story

Abstract: For centuries telling stories has been a valuable way of imparting a message. Indeed this approach may be more useful for children who are concrete thinkers than formal methods of teaching physics.

Cited by 11 publications

References 4 publications

Consistent results with the consistency hypothesis? The effects of epistemic beliefs on metacognitive processing

Consistent results with the consistency hypothesis? The effects of epistemic beliefs on metacognitive processing

The Role of Images in the Storytelling of the Invisible

Writing an Ecological Mystery in Class: Merging genres and learning science

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