The sharing of personal science and the narrative element in science education

Martin, Brian; Brouwer, Wytze

doi:10.1002/sce.3730750610

Cited by 61 publications

(47 citation statements)

References 16 publications

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“…Narrative issues have played a significant role in science education research for a long time (e.g., Martin & Brower, 1991). The best known examples of such an orientation are "story telling" in science classes supporting students understanding science content and issues of the nature of science (e.g., Kubli, 2005) and "science writing" (Yore & Treagust, 2006) supporting understanding of these science issue by writing (brief) essays about science topics.…”

Section: Paper 3: From Stories To Scientific Models and Back -Narratimentioning

confidence: 99%

On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs

Treagust

Duit

2015

International Journal of Science Education

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We are delighted to be invited for this task as our own work on conceptual change (e.g. Duit & Treagust, 2003) so far has not explicitly included ideas of the conceptual metaphor field. In other words, we see this task as a chance to revise and further develop our more "classical" conceptual change views. COMMENTS ON OUR OWN RESEARCH WORK ON THE ROLE OF ANALOGIES AND METAPHORSThe role of analogies and metaphors has played a significant part in our work on teaching and learning science. Reinders Duit's academic study leave at the Science and Mathematics Education Centre (SMEC) of Curtin University in 1988 was the start of that work. Duit (1991) summarized the state of literature on the role of analogies and metaphors in science teaching and learning in a review paper. Analogies were seen as comparisons of structures between two domains based on structural similarities between these domains used to initiate understanding of the key features of a concept to be learned. With regard to metaphors we conceptualized them as analogies with particular emphasis: "taken as literal, a metaphorical statement appears to be perversely asserting something to be what it is plainly known not to be. … But such 'absurdity' and 'falsity' are of the essence: in their absence, we would not have a metaphor but merely a literal utterance" (Black, 1993, p. 21). Briefly put, a metaphor in this sense compares entities without doing so explicitly. Metaphors are comparisons where the basis of comparison must be revealed or even created by the addressee of the metaphor. A "good" metaphor always includes some dose of surprise. Clearly, this is a different meaning compared to the conceptual metaphors discussed in the various papers of the present issue. As used in these studies, conceptual metaphors denote linguistic figures of speech based on

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Section: Paper 3: From Stories To Scientific Models and Back -Narratimentioning

confidence: 99%

On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs

Treagust

Duit

2015

International Journal of Science Education

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“…A story, as Egan (1986) argues, appears to be more appropriate than other means of communication in describing ideas about the world. According also to Martin and Brouwer (1991), A story with just a few well chosen words, can draw in the reader or listener and create a world of shared experience. The story can at times communicate in few words that which a dense, technical analysis might require many lines to accomplish.…”

Section: The Role Of Narrativementioning

confidence: 99%

“…• The narrative mode involves divergent thinking and is identified with story-telling (Bruner, 1986;Egan, 2005;Martin & Brouwer, 1991).…”

Section: Introductionmentioning

confidence: 99%

The Construction of Scientific Knowledge at an Early Age: Two Crucial Factors

Anastasiou¹,

Kostaras²,

Kyritsis³

et al. 2015

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This article presents and justifies a proposal for the priority of two activities in the early childhood curriculum, namely, those of "storytelling" and the "movement of objects". Given, on the one hand, the growing interest in science activities for very young children, and the notion of "developmental appropriateness" on the other, the concern about early experiences in physical science is both pressing and legitimate. In the light of such concern, the idea that children should simply participate in interesting activities or in activities that in general enrich their experiential background, needs to be reconsidered. Given that the construction of scientific knowledge involves the construction of relationships among concepts and ideas, and presupposes curiosity and affective imagination, science stories with a science content that captures the imagination of the child, and activities involving the movement of objects appear to be more pedagogically appropriate than other activities. Therefore they should be given priority in the curriculum.

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“…É característica da narrativa uma certa liberdade de expressão, um descomprometimento relativo, que Martin e Brouwer (1991), num artigo no qual defendem o uso da narrativa no ensino de Ciências, expressam do seguinte modo: "ao contrário do modo paradigmático, uma boa narrativa pode se valer de exageros óbvios, paradoxos, ambigüidade ou mesmo contradição, para atingir seu significado" (p. 711). Bruner (1990) explicita, pelo menos, três propriedades fundamentais das narrativas.…”

Section: Compreendendo As Narrativas E Seu Papel: Contribuições Da Psunclassified

O potencial das narrativas como recurso para o ensino de ciências: uma análise em livros didáticos de Física

Ribeiro

Martins

2007

Ciênc. educ. (Bauru)

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Neste artigo discutimos o potencial das narrativas no ensino de Ciências, por meio da análise de quatro versões da história de Arquimedes e a coroa do Rei Hierão, publicadas em livros didáticos de Física. Nossas análises consideraram uma visão ampliada da narrativa como elemento estruturador do pensamento e disseminador da cultura cientifica. Com base em um modelo de análise adaptado da Sociolingüística, discutimos a estrutura e a função de elementos constitutivos do gênero narrativo, estabelecendo como estes elementos permitem a contextualização necessária à interpretação da história para fins didáticos. Mediante as análises, argumentamos que as narrativas podem desempenhar importante papel na construção de imagens sobre a ciência e sobre a atividade científica. Neste trabalho, mostramos como estruturas específicas da narrativa cumprem a função de esclarecer e organizar idéias, e como tal organização viabiliza a inclusão das narrativas como mais uma alternativa para o ensino de Ciências.

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The sharing of personal science and the narrative element in science education

Cited by 61 publications

References 16 publications

On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs

On the Significance of Conceptual Metaphors in Teaching and Learning Science: Commentary on Lancor; Niebert and Gropengiesser; and Fuchs

The Construction of Scientific Knowledge at an Early Age: Two Crucial Factors

O potencial das narrativas como recurso para o ensino de ciências: uma análise em livros didáticos de Física

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