Can the Theory of Narratives Help Science Teachers be Better Storytellers?

Kubli, F

doi:10.1007/978-94-010-0730-6_12

Cited by 16 publications

(19 citation statements)

References 7 publications

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“…Several authors propound the use of narrative as a means of communicating science and many students acknowledge the role of narrative in kindling their interest in science (see for example, Negrete & Lartigue, 2004;Kubli, 2001;Strube, 1990). The concept of narrative in science education is not new.…”

Section: Why Use a Comic Strip To Communicate Science?mentioning

confidence: 99%

The Chemedian Brings Laughter to the Chemistry Classroom

Weitkamp

2007

International Journal of Science Education

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Section: Why Use a Comic Strip To Communicate Science?mentioning

confidence: 99%

The Chemedian Brings Laughter to the Chemistry Classroom

Weitkamp

2007

International Journal of Science Education

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“…By showing their experiments to students, teachers follow in the footsteps of personalities like Galileo Galilei, Benjamin Franklin, August Fresnel, and many other gifted experimentalists (Kubli 2001a). In this respect, they not only propagate certain insights from the demonstration desk, but also display their dedication to experiments and their commitment to a certain way of thinking.…”

Section: Sociocultural Constructivism and Narrativesmentioning

confidence: 97%

Science Teaching as a Dialogue – Bakhtin, Vygotsky and some Applications in the Classroom

Kubli¹

2005

Sci Educ

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The theory of dialogism, developed by the Russian linguist Mikhail Bakhtin (1895-1975 with regard to literature and everyday communication, can be used to improve the teaching of science. Some of Bakhtin's conceptual instruments are helpful in analysing the teaching process, and it is interesting to compare them with former ideas about teaching and learning, especially with the points of view of other constructivists. Together with Lev Vygotsky's analysis of thought and language, Bakhtin's dialogism shows how teachers can support students effectively by addressing them as producers of a meaningful picture of the world. The differences between 'dialogic' teaching and the well-known 'Socratic' method are shown and analysed, as are Bakhtin's discussions of a 'carnivalistic' approach to the students.

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“…A few possible directions can be considered. First, there is a growing body of research in the creation of effective science stories (Clough 2011;Klassen 2009Klassen , 2010Kubli 2001), and these historically based stories are being made available via the Internet to teachers. One limitation of web resources is that teachers often do not have time to search for resources and incorporate them into the classroom.…”

Section: Implications Of the Studymentioning

confidence: 99%

“… Starr, C. & Taggart, R. (1981, 1984, 1987, 1989, 1995, 2001) Biology: The Unity and Diversity of Life 2nd-5th, 7th, 9th, 10th ed. Brooks/Cole -Thomson Learning, Inc 3 Raven, P.H.…”

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confidence: 99%

The Portrayal of Industrial Melanism in American College General Biology Textbooks

Fulford

Rudge

2016

Sci & Educ

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The phenomenon of industrial melanism (IM) became widely acknowledged as a well-documented example of natural selection largely as a result of H.B.D. Kettlewell's pioneering research on the subject in the early 1950s. It was quickly picked up by American biology textbooks starting in the early 1960s and became ubiquitous throughout the 1970s, 1980s and 1990s. While recent research on the phenomenon broadly supports Kettlewell's explanation of IM in the peppered moth, which in turn has strengthened this example of natural selection, textbook IM entries have actually declined in recent years in favor of other examples. In a previous paper, we drew attention to the pivotal role visual aspects played in the introduction of IM into (and its subsequent removal from) textbook accounts. The present article continues this investigation by analyzing textual passages on industrial melanism within a stratified random sample of textbooks from the 1960s to the 2000s. The fact that this example of natural selection was included by multiple publishers independently, in a short period of time, makes it uniquely qualified for a textbook study of this kind. The purpose of the present project was to determine whether these textbooks contain what has come to be known as the standard peppered moth story. Three complete series were also inspected for change across time. Our analysis focused on (1) the amount of text devoted to industrial melanism;(2) what specific science content elements were present; and (3) what, if any, nature of science (NOS) aspects were included. The study documents an increase in the amount of text devoted to industrial melanism over the decades. In spite of this increase, only modest changes in science content and NOS aspects were found.

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Can the Theory of Narratives Help Science Teachers be Better Storytellers?

Cited by 16 publications

References 7 publications

The Chemedian Brings Laughter to the Chemistry Classroom

The Chemedian Brings Laughter to the Chemistry Classroom

Science Teaching as a Dialogue – Bakhtin, Vygotsky and some Applications in the Classroom

The Portrayal of Industrial Melanism in American College General Biology Textbooks

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