The role of the scientific discovery narrative in middle school science education: An experimental study.

Arya, Diana J.; Maul, Andrew

doi:10.1037/a0028108

Cited by 60 publications

(46 citation statements)

References 59 publications

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“…Students remarked that they were able to see how a scientist might think in terms of breaking down a problem and that speaking with scientists was “fun and exciting.” Studies have shown that when students incorporate people (their stories, explanations, etc.) into their framework for the storage of specific concepts, they can access such concepts more readily (2, 3, 5, 9). Seventy-five percent of students suggested that participation in this assignment positively influenced their attitude toward scientific research (Fig.…”

Section: Resultsmentioning

confidence: 99%

Designing an Audiocast Assignment: A Primary-Literature-Based Approach that Promotes Student Learning of Cell and Molecular Biology through Conversations with Scientist Authors

Shorbagi

Ashok

2016

J Microbiol Biol Educ.

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We believe that conversations between students and scientist authors that link recently published research to fundamental concepts taught in undergraduate biology courses can serve to engage students and enhance learning. To explore this hypothesis, we designed an assignment in a 2nd year cell and molecular biology course in which students read a scientific article, conduct an interview with the corresponding author of the publication, and then produce an audiocast (or videocast). The audiocast summarizes the paper’s findings and describes how the research advance links back to fundamental concepts discussed in the course and its implications for the field. Feedback from student surveys has been positive and suggests that students felt they developed important analytical skills and a better understanding of the process of science through participation in this assignment. Students enjoyed the interactions with scientists and reported on how their learning from primary literature was enriched by asking questions of the authors. Importantly, the assignment had a very positive influence on student attitudes towards research; this is increasingly important at a time when public involvement in debates about scientific funding cuts is critical. We hope this assignment will be of interest to other instructors that teach undergraduate foundation courses in the life sciences.

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Section: Resultsmentioning

confidence: 99%

Designing an Audiocast Assignment: A Primary-Literature-Based Approach that Promotes Student Learning of Cell and Molecular Biology through Conversations with Scientist Authors

Shorbagi

Ashok

2016

J Microbiol Biol Educ.

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“…narratives are a necessary starting point for more abstract and generalized knowledge. It is this process that can explain why it is especially novices who are benefited by narratives, as observed in the work of Wolfe and Mienko (2007) and Arya and Maul (2012). Bain's distinction-only thesis cannot explain these data because, in his view, there is no relation between narrative form (knowledge of specific events in sequence) and expository prose (more general forms of knowledge).…”

Section: The Continued Literature Review and Immanent Critique Summamentioning

confidence: 93%

“…This lead me to research that suggested that two demographic features may influence familiarity and educational benefit of narratives: socio-economic background (Arya and Maul 2012) and age (Berman and Katzenberger 2004). If the demographics of the audience have an impact on how beneficial narratives are for education, then this will also have implications for the previous section where we discussed the need to create good story content.…”

Section: Demographics and Audiencementioning

confidence: 99%

Without foundation or neutral standpoint: using immanent critique to guide a literature review

Isaksen¹

2018

Journal of Critical Realism

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Literature reviews have traditionally been a simple exercise in reporting the current relevant research, both to provide an overview of the current status of the field, and perhaps to draw attention to controversies. From the perspective of positivist research traditions, it was important to neutrally report all the relevant research, which was assumed to be foundational. In this article, written for the Applied Critical Realism special issue of Journal of Critical Realism, I use my own research to illustrate how a literature review might look if it were non-foundational and guided by the principles of immanent critique. Immanent critique is central to Bhaskar's philosophical methodology but has not been much applied in critical realist empirical research. Following a brief introduction to immanent critique, its history and relation to other ways of grounding knowledge, an excerpt from a literature review is used as backdrop for an extended discussion about various potential applications, and implications, of immanent critique in social research. Immanent critique as method can take the form of noting theory-theory, theorypractice, and/or theory-data inconsistencies. Immanent critique as grounds for knowledge provides the possibility for knowledge and rational theory choice despite a rejection of foundationalism and of neutral standpoints. As a method by which to structure a literature review, immanent critique provides an excellent way to better understand the relevant literature, to formulate justifiable opinions about it, and to guide research questions. KEYWORDSImmanent critique; critical realist research; methodology; standpoint; foundation; rational theory choice Immanent critiqueWhen Roy Bhaskar first introduced his philosophical methodology, it was as a form of transcendental argument (Bhaskar 1975a;Bhaskar [1975bBhaskar [ ] 2008. Later he came to situate this form of argument within the confines of an immanent critique (Bhaskar [1986(Bhaskar [ ] 2009Laclau and Bhaskar 1998;Bhaskar and Callinicos 2003) and most recently immanent critique has taken stage front and centre as his methodology of choice (Bhaskar 2016). Immanent critique is seen as the most effective way to persuade someone of a competing perspective because you are arguing from their stated or implicit

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“…Many scholars advocate including history and philosophy of science into science teaching to help learners develop informed NOS views. Indeed, empirical studies have found that students' understanding of NOS improves if epistemological aspects are explicitly and reflectively addressed in historical narratives (Abd-El-Khalick & Lederman, 2000;Allchin et al, 2014;Arya & Maul, 2012;Höttecke et al, 2012;Irwin, 2000;Kim & Irving, 2010). However, explicit and reflective NOS teaching within a historical context is demanding for science teachers and rarely happens in regular lessons (Henke & Höttecke, 2015;Wang & Marsh, 2002).…”

Section: Nos In Secondary Schoolmentioning

confidence: 99%

Secondary school students’ views of nature of science in quantum physics

Stadermann

Goedhart

2020

International Journal of Science Education

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Epistemological and philosophical issues have always been relevant for the foundations of physics, but usually do not find their way into secondary physics classrooms. As an exception to this, the strangeness of quantum physics (QP) naturally evokes philosophical questions, and learners might have to change their ideas about the nature of science (NOS). In this exploratory mixedmethod study, we examined possible connections between upper secondary school students' QP content knowledge and their ideas about relevant aspects of NOS in the context of QP. We administered a QP concept test to 240 Dutch secondary students (age 17-19) after they attended classes on QP without a focus on NOS. Next, we selected 24 students with a range of test scores for individual semi-structured interviews about their understanding of wave-particle duality and their views on five aspects of NOS. Contrary to NOS studies in other contexts, the interviews showed that all 24 students had well-informed NOS views in the context of QP. We contend that NOS in QP might be more easily accessible than in many other contexts. Our results suggest that QP can have an additional role in the physics curriculum by enhancing students' understanding of NOS. ARTICLE HISTORY

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The role of the scientific discovery narrative in middle school science education: An experimental study.

Cited by 60 publications

References 59 publications

Designing an Audiocast Assignment: A Primary-Literature-Based Approach that Promotes Student Learning of Cell and Molecular Biology through Conversations with Scientist Authors

Designing an Audiocast Assignment: A Primary-Literature-Based Approach that Promotes Student Learning of Cell and Molecular Biology through Conversations with Scientist Authors

Without foundation or neutral standpoint: using immanent critique to guide a literature review

Secondary school students’ views of nature of science in quantum physics

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