Storytelling as Pedagogy: The Power of Chemistry Stories as a Tool for Classroom Engagement

Abstract

Storytelling in chemistry as a pedagogical tool provides an alternative learning format for students to discover more about the people behind STEM (Science, Technology, Engineering, and Mathematics) innovations that impact our society. However, there is a dearth in the literature on what influence storytelling pedagogy could have on STEM classroom. Our study examines the influence of storytelling as a pedagogical tool on students' understanding of the importance of JDEI (Justice, Diversity, Equity, and Inclusion) in a social seminar course with the theme "Equity and History of Science." Our storytelling study has a small sample size with 13 students pursuing STEM majors. We describe the impact of screening four narrative films celebrating the significant contributions of chemists Professor

Revisiting Chemophobia through a Social Justice Lens

“…Challenging chemophobia requires a multifaceted approach, including critical thinking and scientific literacy; inclusive education, communications, and outreach; and policy change for greater social justice in society. As Arday, Bhambra, and others have articulated, critical thinking is a tool of decolonization; hence, the methods to develop these skills must themselves be inclusive, decolonized, and relevant to their context. − In activities aiming to develop chemical literacy and/or critical thinking, widen the scope beyond purely chemical considerations to consider ethical and social aspects of the topic , e.g., when considering power generation, aspects such as waste disposal, efficiency, changes in demand, and environmental impact could all be considered Facilitate nonjudgmental discussions around chemophobia, critical thinking, and alternative conceptions, where all learners are able to engage and participate , A key aspect of this is to embed teaching scientists and STEMM students about inequities in science and wider society − Use real-world issues as starting points for critical and curious conversations–consider asking what, or who, is missing from the discussion We value the approach taken by Lynda Dunlop and colleagues in amplifying youth voices in the context of climate crisis , If you are conducting research or outreach, consider co-research or participatory research methods, collaborating with colleagues or advisors who have relevant lived experience , e.g., if an outreach activity is aimed at disabled learners, consider conducting a focus group with disabled students to discuss how the activity can be accessible, engaging, and relevant …”

Narrative-Based Concept Representations: Fostering Visual Cognition in the Introductory Chemistry Classroom

“…A captivating narrative often serves as a catalyst for fostering consciousness, deepening comprehension of concepts, and kindling cognitive curiosity, a phenomenon observed across various domains of the sciences, arts, and humanities . While there are numerous interdisciplinary approaches in chemical education, − stories and chemistry narratives prove particularly effective in establishing a bridge that connects complex topics or themes, especially in introductory chemistry courses. − Stories, anecdotes, and narratives have emerged as more engaging and appropriate tools for novice learners and nonexperts embarking on their journey into the realm of sciences compared to the conventional approach of logical-scientific communication. − The narrative framework, ,, rather than solely emphasizing the depth and significance of the concept, focuses on crafting a content story that resonates with learners. This approach opens up greater opportunities for selecting and integrating topics into classroom discussions or science communication with the general public.…”

“…Narratives often encapsulate three fundamental elements: causality, temporality, and character representationsthe triumvirate of narrative communication. ,,− A cause-and-effect relationship takes center stage to establish the sequence of events, the conceptual backdrop, or the phenomenon at the narrative’s core (causality). The timeline of these events or occurrences is presented to provide context and a sense of chronology (temporality).…”

“Romeo and Juliet: A Love out of the Shell”: Using Storytelling to Address Students’ Misconceptions and Promote Modeling Competencies in Science

“…In this regard, it constitutes a significant teaching and learning method. For this reason, storytelling is used in many domains, for example, in mathematics education (e.g., the DIST-M model [4,5]), physics education (e.g., [6,7]), 2 of 19 chemistry education (e.g., [8][9][10]), biology education [11,12] and sciences education [13,14], and it is also a powerful tool for interdisciplinary learning [15].…”