Storytelling as a Strategy for Understanding Concepts of Electricity and Electromagnetism

Kokkotas, Panos; Rizaki, Aikaterini; Malamitsa, Katerina

doi:10.1007/s10780-010-9137-9

Cited by 23 publications

(8 citation statements)

References 29 publications

(25 reference statements)

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“…Interventions with science narratives have also reported behaviors suggestive of active learning, an intrinsically motivated type of learning (Deci & Ryan, 1982) expressed through autonomy, initiative, and responsibility for one's learning (Kane, 2004). Students were curious (e.g., Akarsu et al, 2015; Morais & Araújo, 2019), participated actively (e.g., Evangelista, 2008; Kokkotas et al, 2010), engaged in the preparation and execution of tasks (e.g., Klassen, 2007; Kokkotas et al, 2010; Vrasidas et al, 2015) and spontaneously wrote stories (Akarsu et al, 2015) and planning notes (Klassen, 2007). Students also showed interest in learning more about the science topic (Evangelista, 2008; Rosa, 2010) and proactively made additional research on it (Evangelista, 2008; Hadzigeorgiou et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

Narrating science: Can it benefit science learning, and how? A theoretical review

et al. 2023

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Narrative texts have been advocated as tools to tackle science learning challenges, and there is even the proposal of a “narrative effect” on learning. We believe it is necessary to examine previous evidence on this effect, as well as to characterize the process of learning through science narrative texts more broadly. In this article, we offer a theoretical review drawing on three frameworks, namely on pedagogical aspects of text learning, linguistic features of texts, and cognitive aspects of text comprehension. Based on that, we analyzed two complementary questions. First, we reviewed 36 studies to ask if science narrative texts can benefit learning and memory outcomes at different educational levels (i.e., the “If” question). We found encouraging evidence for the use of science narrative texts at various educational levels, especially in delayed assessments and longer‐lasting interventions. Second, we gathered and linked ideas, hints, and evidence on how the process of learning with science narrative texts takes place, namely on conditions and underlying processes (i.e., the “How” question). There are many features from conditions (texts, learners, activities, wider context) and underlying processes (integration with prior knowledge, affective dispositions, and cognitive abilities) that can help to account for variability in outcomes; yet, ideas and evidence are not always tightly connected. We suggest that education and research should focus on specific narrative effects, that specify with what (texts), with whom (learners), when and where (activities and wider context) these effects occur, as well as “why” (underlying processes). We believe the proposed framing can help both make sense of previous evidence and inform future educational practices and research and provide some recommendations in this regard.

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Section: Resultsmentioning

confidence: 99%

Narrating science: Can it benefit science learning, and how? A theoretical review

et al. 2023

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“…Furthermore, according to Walan (2019), stories can be used as a tool to provide students with different perspectives on an issue or concept. When using science-based stories in science teaching, many educational goals are achieved, as it can contribute to the evolution of science teaching, improvement of classroom atmosphere, and the development of a positive attitude towards science (Kokkotas et al, 2010).…”

Section: Theoretical Background Teaching Scientific Concepts Through Science-based Storiesmentioning

confidence: 99%

Are Pre-Service Teachers Ready to Write Stories in the Sciences?

2020

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According to literature, science-based stories can not only trigger students' curiosity about scientific concepts but also increase their understanding of them as well as to facilitate the retention of information in students' memory. It is a common practice for elementary school teachers to create stories in order to teach several topics. To investigate the ability of pre-service teachers in Science story writing, we selected the topic of karst caves which it can be studied through many disciplines (i.e. Geography, Geology, Biology, Chemistry, Environmental education, Ecology) according to the Greek curriculum. Moreover, although karst caves are part of Greece's geological history, they are neither taught nor extensively mentioned in the Greek Primary and Secondary Education curricula. In this research, we examined whether Greek pre-service primary school teachers are able to create complete science-based stories about karst caves, by following the necessary didactic transposition of scientific concepts and the key elements in structure and plot of a such a story. For this purpose, we assessed by content analysis 100 pre-service teachers' written stories. The results revealed that most of the participants achieved to create sufficient stories in structure and plot, whereas they did not achieve to transpose the necessary scientific concepts that they had included in their writing.

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“…It can be applied to physics education [27], [28], but there are no such games on the Polish market.…”

Section: A Storytellingmentioning

confidence: 99%

Creating an Interactive and Storytelling Educational Physics App

Szklanny

Homoncik²,

Wichrowski

et al. 2017

Proceedings of the 2017 Federated Conference on Computer Science and Information Systems

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Abstract-Ubiquitous mobile technology makes m-learning a popular method of education. Our goal was to use education and entertainment (edutainment) for teaching physics on mobile devices, as the technology is available for most of the students. A game was designed, as an interactive and storytelling educational physics app based on user experience and edutainment guidelines. The testers in usability tests considered the game useful; they also suggested improvements. Learning through play can be broadly applied to teach physics, educational apps can be created, and supplement education.

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Storytelling as a Strategy for Understanding Concepts of Electricity and Electromagnetism

Cited by 23 publications

References 29 publications

Narrating science: Can it benefit science learning, and how? A theoretical review

Narrating science: Can it benefit science learning, and how? A theoretical review

Are Pre-Service Teachers Ready to Write Stories in the Sciences?

Creating an Interactive and Storytelling Educational Physics App

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