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

Abstract

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.

What Biological Visualizations Do Science Center Visitors Prefer in an Interactive Touch Table?

“…In this regard, interaction and narrative are becoming two critical components of interactive visualization at public venues [8] that require continued inspection. Future work will use the revealed preference and interactive trends from this study to inform the design and integration of science narratives [30] into the table interface as an additional tool for communicating biological phenomena to visitors. This will entail complementing logged data with think-aloud interview protocols, to aid the analysis of any relationships between visitors' interaction and learning of biology.…”

Supporting Citizens in Reflection on Synthetic Biology by Means of Video-Narratives

“…Although this can be a matter of taste, this narrator had a more indifferent, informal attitude when compared to the other narrators, possibly triggering participants’ tendency to abandon his viewpoints. Murmann and Avraamidou (2014) noted that the quality of actors strongly determines the impact of narrative-based science learning. Although videos provide rich context that promotes immersion and facilitates learning ( Pineda & Bernhardsson, 2011 ; Walker et al, 2005 ), we argue that Walter’s acting style and role might have negatively overwhelmed our participants.…”

“…After a collaborative identification of several keywords for their narrative, we recorded video clips for each subtopic (see the appendix ). Given that narratives are most powerful when they have a clear structure ( Murmann & Avraamidou, 2014 ), the film director and the actors made sure that each clip had a clear beginning and end. From now on, we will refer to the actors as narrators.…”

“… Avraamidou and Osborne (2009) identify key components of scientific narratives such as purpose, timing, narrators, and a beginning-middle-end structure. Their usefulness as a tool for reflection lies in the fact that narratives resemble the ways by which the human brain makes sense of the world ( Murmann & Avraamidou, 2014 ). Furthermore, narratives, and especially video-narratives, stimulate a viewer to grow an emotional connection with regard to narrators ( Pineda & Bernhardsson, 2011 ; Walker, Newcomb, & Cagle, 2005 ).…”

Make-Believe in Gameful and Playful Design

“…Since narrative is a fundamental structure in which humans make sense of and memorize the world (Bruner 1990), presenting a subject matter in story form facilitates comprehension and learning (Dickey 2011;Murmann and Avraamidou 2014a). A well-composed dramatic story arc sparks suspense and curiosity, motivating sustained engagement (Dickey 2006).…”