The Stories They’d Tell: Pre-Service Elementary Teachers Writing Stories to Demonstrate Physical Science Concepts

Frisch, Jennifer Kreps

doi:10.1007/s10972-010-9210-3

Cited by 8 publications

(3 citation statements)

References 18 publications

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“…Also asking questions about the stories, raising their hands more often to attend, class examining the figures and making comments, making jokes about the stories by showing them to each other, and laughing are always an indication that the interest in the stories is at a very good level. As such, we can state that the HOSBS increased the students' interest and participation in the science class, as with other researchers who found that stories increased students' interest and motivation in science courses (Dincel, 2005;Frisch, 2010;Klassen, 2009;Robertson and Blake, 2011).…”

Section: The Effects Of Hosbss On Students' Learning Progresssupporting

confidence: 83%

Improving 7th Grade Students’ Understanding of Force and Motion through History of Science Stories: A Glimpse at an Ongoing Effort

ERDOĞAN¹,

Karataş²

2023

Participatory Educational Research

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The integration of history of science (HOS) into science teaching plays a crucial role to address many shortcomings of traditional science teaching in middle schools, due to its close relationship to the nature of science (NOS) and to its ability to reveal the interconnectedness of science to other disciplines. The purpose of this study is to improve seventh grade students’ course engagement and motivation and their understanding of scientific concepts within the unit of “Force and Motion” through the use of history of science-based stories. The study was conducted according to an action research approach. Five stories based on the history of science were developed and administered by one of the researchers in their 7th grade science class. The iterative reflective practice took place over seven weeks with 15 students who met twice a week for two consecutive forty-minute sessions. Throughout this process, researcher journals, semi-structured interviews and a survey were employed for data collection. Teaching with history of science-based stories was found to be effective for students’ understanding of concepts related to “force and motion.” The results of the study were also positive with respect to the students’ engagement and motivation. Based on the findings, it is suggested that the nature of science should be addressed explicitly through stories in future research.

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Section: The Effects Of Hosbss On Students' Learning Progresssupporting

confidence: 83%

Improving 7th Grade Students’ Understanding of Force and Motion through History of Science Stories: A Glimpse at an Ongoing Effort

ERDOĞAN¹,

Karataş²

2023

Participatory Educational Research

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“…Many studies that used fictional elements in science narratives report positive memory and/or learning outcomes (e.g., Akarsu et al, 2015; Corni et al, 2010; Kalogiannakis & Violintzi, 2012), and one suggests that anthropomorphic elements enhanced students' recall of ideas (Banister & Ryan, 2001). Yet, others report that fantastic and anthropomorphic elements interfered with recall, with students exhibiting more misconceptions (Cervetti et al, 2009), less scientifically accurate interpretations (Legare et al, 2013), and difficulties in separating facts from fiction (Prins et al, 2017) or in integrating science contents into stories (Frisch, 2010; Tomas et al, 2011). Students also recalled more story than science ideas from the texts (Jetton, 1994; Maria & Junge, 1993; Wolfe & Woodwyk, 2010), and some expository materials benefited knowledge integration further (Wolfe & Mienko, 2007; Wolfe & Woodwyk, 2010).…”

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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“…Hence, Corni at al. (2014) used Physics concepts as a case study to investigate in which extent story writing can be a tool for teachers' professional development, whereas Frisch (2010) conducted research to verify whether pre-service teachers were able to create scientific stories with Physics elements incorporated, appropriate for Physics instruction. Consequently, story writing by pre-service and in service teachers should be examined more in order for science educators to provide them with appropriate guidelines for creating stories, appropriate in science teaching.…”

Section: Introductionmentioning

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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The Stories They’d Tell: Pre-Service Elementary Teachers Writing Stories to Demonstrate Physical Science Concepts

Cited by 8 publications

References 18 publications

Improving 7th Grade Students’ Understanding of Force and Motion through History of Science Stories: A Glimpse at an Ongoing Effort

Improving 7th Grade Students’ Understanding of Force and Motion through History of Science Stories: A Glimpse at an Ongoing Effort

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

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

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