Stories in Physics Education

Corni, Federico

doi:10.1007/978-3-319-00297-2_38

Cited by 5 publications

(5 citation statements)

References 8 publications

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“…Part of the committee's conclusions was that the discipline of literature is a natural platform for addressing and advancing SEL aspects, such as self-knowledge, acquaintance with the other, the practice of coping emotionally with situations reflected in the literary content, and the principles involved in conducting a mutually respectful dialogue. These assumptions correspond with a broad perspective of the literature as a means to make sense of the human experience [23].…”

Section: Discussionmentioning

confidence: 61%

“…Moreover, while SEL implementation requires a holistic teaching and learning process, most of the professional literature regarding the teaching of literature focuses on the learners' perspective without addressing the teachers' perspective [21,22]. Finally, literature teaching-like any effort to make sense of the human experience [23]-has the potential to promote SEL [24]; however, surprisingly, the use of SEL in literature teaching has not yet been thoroughly researched [8].…”

Section: The Framework Of the Casel Modelmentioning

confidence: 99%

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The Missing Piece in the CASEL Model: The Impact of Social–Emotional Learning on Online Literature Teaching and Learning

Levin,

Segev

2023

Education Sciences

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The use of social–emotional learning (SEL) practices in online literature teaching has not yet been sufficiently researched. This study addresses this lacuna by identifying SEL practices mentioned by lecturers and preservice teachers (PSTs) as they reported on their respective experiences of teaching and learning in online literature lessons. Data were collected using three research tools: questionnaires were completed by 28 lecturers from four different teacher education colleges and 90 PSTS; semi-structured interviews were held with 12 of the literature PSTs; and a focus group was held with six lecturers. A data analysis revealed six major SEL-related themes mentioned by lecturers and PSTs as essential practices of online learning and teaching: building relationships, working collaboratively, emotional involvement, effective communication, dealing with conflicting feelings, and techno-pedagogic skills. These findings contribute to our understanding of online learning and teaching versatility and complexity. Considering these findings in light of existing theoretical models demonstrates that while five themes coincide with the skills included in the CASEL model, the sixth theme regarding techno-pedagogical skills is not part of the original model. These findings expand the applicability of the CASEL model from its original face-to-face learning context to the interaction between learners and lecturers in an online platform.

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Section: Discussionmentioning

confidence: 61%

Section: The Framework Of the Casel Modelmentioning

confidence: 99%

The Missing Piece in the CASEL Model: The Impact of Social–Emotional Learning on Online Literature Teaching and Learning

Levin,

Segev

2023

Education Sciences

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“…Moreover, another source describing the fundamentally important role of narrative in human life is Gallagher's and Hutto's Narrative Practice Hypothesis (Gallagher and Hutto 2008) which demonstrates how children learn about other humans through hearing and reading stories. We believe the same is true for how understanding of nature can be nurtured through stories of forces of nature (Corni 2014).…”

Section: Experience and Embodied Mindsmentioning

confidence: 87%

Primary Physical Science for Student Teachers at Kindergarten and Primary School Levels: Part II—Implementation and Evaluation of a Course

Corni

Fuchs

2021

Interchange

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This is the second of two papers on a novel physical science course for student teachers that develops and uses an imaginative approach to Primary Physical Science Education. General philosophical, cognitive, developmental, and scientific issues have been presented in the first paper; here, we briefly recapitulate the most important aspects. In the main part of the current paper, we present in some detail concrete elements of the implementation of the course at three Italian universities where Primary Physical Science Education has been taught for more than 6 years. After a brief description of the course structure, we discuss which parts of macroscopic physics are taught, and how this is done in lectures and labs. Most importantly, we show how the science is entwined with methods related to pedagogy and didactics that (1) help our students approach the science and (2) can be transferred quite readily to teaching children in kindergarten and primary school. These methods include the design of direct physical experience of forces of nature, embodied simulations, writing and telling of stories of forces of nature, and design and performance of Forces-of-Nature Theater plays. The paper continues with a brief description of feedback from former students who have been teaching for some time, and an in-depth analysis of the research and teaching done by one of the students for her master thesis. We conclude the paper by summarizing aspects of both the philosophy and the design of the course that we believe to be of particular value.

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“…Based on her approach, plays are designed for workshops on science and technology taught at VW's Autostadt campus. Most importantly, stories of forces of nature have been written by Fuchs (2011 and Fuchs (2013aFuchs ( , 2013b for inclusion in a narratively shaped primary school curriculum and teacher training in Italy (Corni, 2013(Corni, , 2014Corni et al, 2013); here, the entire curriculum takes a cue from narrative science education.…”

Section: Outlook: Researching Applications Of Narrative Framingmentioning

confidence: 97%

From Stories to Scientific Models and Back: Narrative framing in modern macroscopic physics

Fuchs

2015

International Journal of Science Education

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Narrative in science learning has become an important field of inquiry. Most applications of narrative are extrinsic to science-such as when they are used for creating affect and context. Where they are intrinsic, they are often limited to special cases and uses. To extend the reach of narrative in science, a hypothesis of narrative framing of natural and technical scenes is formulated. The term narrative framing is used in a double sense, to represent (1) the enlisting of narrative intelligence in the perception of phenomena and (2) the telling of stories that contain conceptual elements used in the creation of scientific models of these phenomena. The concrete case for narrative framing is made by conceptual analyses of simple stories of natural phenomena and of products related to modern continuum thermodynamics that reveal particular figurative structures. Importantly, there is evidence for a medium-scale perceptual gestalt called FORCE OF NATURE that is structured metaphorically and narratively. The resulting figurative conceptual structure gives rise to the notion of natural agents acting and suffering in storyworlds. In order to show that formal scientific models are deeply related to these storyworlds, a link between using (i.e. simulating) models and storytelling is employed. This link has recently been postulated in studies of narrative in computational science and economics.

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Stories in Physics Education

Cited by 5 publications

References 8 publications

The Missing Piece in the CASEL Model: The Impact of Social–Emotional Learning on Online Literature Teaching and Learning

The Missing Piece in the CASEL Model: The Impact of Social–Emotional Learning on Online Literature Teaching and Learning

Primary Physical Science for Student Teachers at Kindergarten and Primary School Levels: Part II—Implementation and Evaluation of a Course

From Stories to Scientific Models and Back: Narrative framing in modern macroscopic physics

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