Narrative-based learning: Possible benefits and problems

Abstract

This paper addresses the issue of narrative influence on knowledge acquisition in science education. Special characteristics of narratives and of narrative processing are compared to characteristics and processing of traditional expository educational materials. This paper goes beyond the existing literature on processing of media presentations that combine narrative and educational contents. Effects of four distinctive narrative features Ϫ dramatization, emotionalization, personalization, and fictionalization Ϫ are discussed with regard to their influence on single steps in knowledge acquisition (interest, attention, elaboration, and representation) to explain the superiority of narratives over expository material found in some studies. The need for a model describing the complex relationships between the effects of the single narrative characteristics on knowledge acquisition is proposed.

Sweet Temptations: How Does Reading a Fotonovela About Diabetes Affect Dutch Adults with Different Levels of Literacy?

“…This educational use of fotonovelas fits in with a longstanding tradition of entertainment education and narrativebased strategies (e.g., Singhal, Njogu, Bouman, & Elias, 2006;Singhal & Rogers, 1988). Narrative-based health communication may facilitate processing, may increase motivation to accept the main message and act on it because of reduced resistance, can be viewed as a form of learning through experience, and can contribute to changes in attitudes, intentions, and behavior (Fransen, Smit, & Verlegh, 2015;Glaser, Garsoffky, & Schwan, 2009;Hinyard & Kreuter, 2007;Mar & Oatley, 2008;Moyer-Gusé, 2008;Schank & Abelson, 1977, 1995Zabrucky & Moore, 1999).…”

Using narratives and storytelling to communicate science with nonexpert audiences

“…These benefits should not be assumed to come from simplicity, as coherent narratives demand a high level of complexity in both internal complexity and alignment to cultural and social expectancies (15,21). Instead, narratives seem to offer intrinsic benefits in each of the four main steps of processing information: motivation and interest, allocating cognitive resources, elaboration, and transfer into long-term memory (22).…”

“…Responding to various calls for reform in science education curriculum, some of which specifically note the potential of narrative formats for learning (26), scholars are exploring how narratives may improve upon the traditional ways science is taught. For example, Glaser et al (22) describe four factors that narratives offer, which could improve knowledge acquisition about science compared with the traditional expository curriculum, namely dramatization, emotionalization, personalization, and fictionalization. Similarly, the capacity model describes how both the narrative and educational components are processed when narratives are used in service of science education.…”

“…Some studies empirically examine the effects of narratives on perceptions of specific health issues, such as anticoagulant medication (28), breast cancer (29), or vaccinations (20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32), whereas others take a broader view to justify the theoretical inclusion of narrative within health (33) or to provide a guide to its use (8). A meta-analysis of many of these health-related narrative studies found mixed results with regard to a net narrative effect (34), although a lack of a consistent conceptualization of narrative (35) likely complicates any generalization.…”

Documentary and Cognitive Theory: Narrative, Emotion and Memory

“…There is evidence suggesting that both narrative structures and emotional intensity is important for memory recall and presence in consciousness (Rosenstone, 2006;van Dijck, 2007;Glaser, Garsoffky, & Schwan, 2009). The relation between subjective memory and identity and more general and external memory data is furthermore important for active memory.…”