Stories that stayed "under the skin"

Nikitina, Svetlana

doi:10.1080/0951839032000060581

Cited by 8 publications

(7 citation statements)

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“…With a college sample, Nikitina (2003) reported the challenges faced in having students share their own personal relevant stories in a history of science course. Studying college students with disabilities, Kimball, Moore, Vaccaro, Troiano, and Newman (2016) concluded that storytelling can be an effective means of reducing stigma; Swanson (2016) presented a method to use fictional stories with ethical content to improve students’ ethical behavior.…”

Section: The Variety Of Pedagogical Storytelling Approachesmentioning

confidence: 99%

The pedagogical power of storytelling.

Landrum

Brakke

McCarthy

2019

Scholarship of Teaching and Learning in Psychology

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Stories, as a means of teaching, have been a part of society since the beginning of human communication. The power of storytelling as pedagogy, however, may have been undervalued by educators. In this teacher-ready theory review, we present the connection between teaching and storytelling, highlight a variety of storytelling approaches, summarize why storytelling works as a pedagogical device, and conclude with suggestions and recommendations for implementing storytelling as a pedagogical approach. We present cautions and limitations as well, but we encourage teachers of psychology to consider storytelling as one of their pedagogical tactics to deploy as appropriate to connect with students and work toward desired student learning outcomes.

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Section: The Variety Of Pedagogical Storytelling Approachesmentioning

confidence: 99%

The pedagogical power of storytelling.

Landrum

Brakke

McCarthy

2019

Scholarship of Teaching and Learning in Psychology

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“…According to Nikitina [51], "[the] tension when introducing personal narrative is much more pronounced in the hard sciences, where analytical stance towards knowledge has been given supreme value" (p. 252). In this study, tension can be a contributing factor to hesitation toward speaking to the public because students were in the midst of their training as scientists and engineers.…”

Section: Results From Primary Data Sourcesmentioning

confidence: 99%

Teaching Process Skills to Pre-Engineers using Situated Learning – A Case Study

2018

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In this case study, undergraduate students presented physics concepts to patrons at a planetarium. This created an early opportunity for these pre-professionals to practice the process skill of oral communication to a lay audience. The case study resulted from working with students participating in a grant called the da Vinci project. It reports on a situated experience pre-engineering and calculus-based physics students had working with their professor to create a brochure and present a physics concept to patrons visiting a public planetarium. Working closely with their professor, students were able to use this required professional skill in a real world (situated) context. This opportunity helped bridge the gap between these pre-professionals’ experiences in training and in their careers in STEM fields. Thirty students attending a two-year college in the Southwestern US self-selected to participate in the project. Each student participant built a kit-based model of a machine, designed an informational flyer aligned to state K-12 physical science standards, and presented informally to the public visiting a planetarium. Data were collected from the students via written reflections before and after the presentation and from email correspondence with their professor. Qualitative analyses of these reflections assessed the students’ progress toward a finished presentation. Results suggest that obstacles to public speaking fluency come from the fear of making mistakes or giving out misinformation. Opportunities to engage in informal public speaking helped overcome these obstacles. Students demonstrated increased confidence in their ability to share their knowledge with the public after undergoing guided informal speaking practice. The opportunity for students to practice public speaking during their undergraduate training can increase confidence and better prepare them for a career.

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“…It is regarded as one of the most appropriate pedagogical approaches for teaching and learning of science at all levels of education (Bruner, 1994;Connelly & Clandinin, 1990;Denison, 1996;Dyson & Genishi, 1994;Eisner, 1997;Fairbanks, 1996;Klassen, 2006;Nikitina, 2003;Oliver, 1998;Polkinghorne, 1995;Sparkes, 1995Sparkes, , 1999Sparkes, , 2002Stinner, 1994Stinner, , 1995Stinner, McMillan, Metz, Jilek, & Klassen, 2003;Noddings &Witherell, 1991).…”

Section: Storytelling and Stories In Science Educationmentioning

confidence: 97%

Storytelling as a Strategy for Understanding Concepts of Electricity and Electromagnetism

2010

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In our research, we investigated whether students will develop inquiry skills, such as hypothesis exploration and formulation and interpretation, and metacognitive skills, such as comprehension of new knowledge, as a result of a storytelling strategy employed during teaching. We also investigated whether students will utilize the skills and knowledge acquired in the learning process to explain everyday-life phenomena or applications of science. In order to achieve the above objectives, we carried out a bibliographical research, in which we established the certainty that modern thought is integrated in dialogical and narrative forms and that the conceptual approach, which places emphasis on the purely cognitive dimension of the process of knowledge and ignores inspiration or imagination, is ineffective. These conclusions necessitated our turning to other approaches for teaching and learning. We chose storytelling on account of its ability to cultivate the imagination and inspiration and to make science learning attractive to students. To confirm our findings, we conducted research on the effectiveness of storytelling in teaching science in five sixth-grade, primary-school classes. The findings of this research are described in our paper and seem to be encouraging.

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Stories that stayed "under the skin"

Cited by 8 publications

References 0 publications

The pedagogical power of storytelling.

The pedagogical power of storytelling.

Teaching Process Skills to Pre-Engineers using Situated Learning – A Case Study

Storytelling as a Strategy for Understanding Concepts of Electricity and Electromagnetism

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