Teaching children science through storytelling combined with hands-on activities – a successful instructional strategy?

Walan, Susanne

doi:10.1080/03004279.2017.1386228

Cited by 18 publications

(9 citation statements)

References 18 publications

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“…Boström 2006;Banister and Ryan 2001;Millar and Osborne 1998). When Walan (2017) investigated the outcomes of combining stories and hands-on activities in science from a preschool perspective the results varied. Some preschool teachers argued that the stories were essential to create a context for the hands-on activities in science.…”

Section: Stories Serving As a Context For Learningmentioning

confidence: 99%

Building with focus on stability and construction: using a story as inspiration when teaching technology and design in preschool

2019

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In this study children's learning of the concept, stability, during some building activities were investigated. It was also examined how a story can create meaning, having the children build for some animals in the story. Two preschool teachers and 10 children participated. Data consisted of video-recordings from activities with the children and was analysed through thematic coding. The findings showed that the children enjoyed to build and showed an understanding of how to build stable constructions, however without using the word stable. There were connections to the story and new stories were also made by the children during building activities.

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Section: Stories Serving As a Context For Learningmentioning

confidence: 99%

Building with focus on stability and construction: using a story as inspiration when teaching technology and design in preschool

2019

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“…Koening and Zorn (2002) promote stories' narratives as a method of linking theory and practice, and Abrahamson (1998) observes that students can better understand a piece of information when it is supported by specific examples. 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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“…Media cerita dan gambar dapat menumbuhkan sikap siswa untuk menumbuhkan literasi dan kritis. Suasana pembelajaran siswa menjadi interaktif terhadap informasi yang tersampaikan dalam proses apresiasi diri antara guru dan siswanya (Belet and Dal 2010;Walan 2019). Pendekatan pembelajaran siswa penyandang tunarungu dipartisipasi dengan berbagai disiplin ilmu yang mendukung keilmuan.…”

Section: Pendahuluanunclassified

Visualisasi Materi Tokoh Pahlawan Dalam Karya Gambar Siswa Penyandang Tunarungu Di SDLB Purwosari Kudus

Fajrie¹,

Purbasari

2020

JSB

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Social studies learning in elementary school aims to enhance students's understanding of the concept of national heroes as a form of appreciation to their good deeds in the struggle for the nation. In so doing, students with special needs, especially deaf, could enhance their nationalism through images. They could visualize and communicate their ideas about historical figures and events through image that reflects their nationalism. Using descriptive qualitative study to the topic of My Hero, we conduct a research in an elementary school for special needs children (SDLB-B) Purwosari Kudus. The subject of this research are deaf students at grade 4 and 5 that consist of 7 students. This research found that def students' concept of nationalism was shaped by their ability to detect visual and communication potentials, optimalization of experience and observation of their environment, visual translation, attitudes and self development. Direct experience could enhance students' communication trough visual or images. KEYWORDS visual, hero, deaf students ABSTRAKPembelajaran Ilmu Pengetahuan Sosial (IPS) pada siswa sekolah dasar salah satunya bertujuan untuk meningkatkan pemahaman siswa tentang konsep pahlawan nasional sebagai bentuk apresiasi kepada jasa mereka dalam perjuangan untuk kepentingan bangsa. Untuk mencapai hal ini, siswa denga kebutuhan khusus, terutama tunarungu, dapat meningkatkan nasionalismenya melalui karya visual berupa gambar. Mereka dapat memvisualisasikan dan mengomunikasikan ide mereka tentang tokoh dan peristiwa sejarah melalui gambar yang merepresentasikan nasionalisme. Kajian ini merupakan hasil penelitian deskriptif kualitatif pada topik Pahlawanku untuk siswa kelas 4 dan 5 SDLB-B Purwosari Kudus yang terdir dari 7 siswa. Hasil penelitian ini menunjukkan bahwa konsep nasionalisme siswa tunarungu dibentuk oleh kemampuan mereka untuk mendeteksi potensi visual dan komunikasi, optimalisasi pengalaman dan pengamatan ingkungan sekitar, penerjemahan visual dan perkembangan sikap serta diri. Pengalaman langsung dapat memingkatkan komunikasi siswa melaui karya visual atau gambar.

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Teaching children science through storytelling combined with hands-on activities – a successful instructional strategy?

Cited by 18 publications

References 18 publications

Building with focus on stability and construction: using a story as inspiration when teaching technology and design in preschool

Building with focus on stability and construction: using a story as inspiration when teaching technology and design in preschool

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

Visualisasi Materi Tokoh Pahlawan Dalam Karya Gambar Siswa Penyandang Tunarungu Di SDLB Purwosari Kudus

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