Effecten van narrativiteit in educatieve teksten

Abstract

This study aims to gain more insight into narrativity in the educational domain. Based on earlier research, we define three prototypical narrative elements (i.e., the presence of particularized events, an experiencing character, and a landscape of consciousness), and present an analytic model that illustrates how varying combinations of these elements occur in Dutch educational materials for Social Studies and Science. Using this model, we then analyze experimental texts from previous studies on the effects of narrativity on text comprehension and recall. We demonstrate that experimental narrative texts nearly always exhibit all prototypical narrative elements, while their expository counterparts also contain some narrative elements and thus are not purely expository. In addition, we show that no consistent patterns can be found in the results of the selected experimental studies, and that the data at hand therefore do not allow for strong conclusions about the effects of narrativity in educational texts. Finally, we discuss the limitations of previous as well as the present research and the implications for future research.

Narrative Elements in Expository Texts

“…Previous experimental research has shown conflicting results in this respect (see also Section 1). However, since these studies have used different operationalizations of the notions "expository" and "narrative", no firm conclusions can yet be drawn about the relative effectiveness of narrative versus expository educational texts (Sangers et al, 2019). Therefore, future research should pursue a more consistent approach to the manipulation of these genres in experimental texts.…”

“…These conflicting results are partly explained by the way in which narrativity has been operationalized in the experimental texts of these studies, as the number and kinds of narrative elements used in these studies vary considerably (cf. Sangers, Evers-Vermeul, Sanders & Hoeken, 2019). This suggests that the narrative genre has not yet been clearly defined within the boundaries of the educational domain.…”