What can Narrative contribute to Students’ Understanding of Scientific Concepts, e.g. Evolution Theory?
This paper focuses on the role of a so-called ‘narrative mode of thought’ (Bruner 1996) for meaning making in the science classroom. We present results from a study in lower secondary school (age 12-13 ys.), exploring how students make sense of adaptation phenomena. Text analysis, combined with stud...
Main Authors: | , |
---|---|
Format: | Article |
Language: | English |
Published: |
European Teacher Education Network
2015-12-01
|
Series: | JETEN |
Subjects: | |
Online Access: | https://etenjournal.com/2020/02/07/what-can-narrative-contribute-to-students-understanding-of-scientific-concepts-e-g-evolution-theory/ |
id |
doaj-de846b814c114fe79f2290a843528a7f |
---|---|
record_format |
Article |
spelling |
doaj-de846b814c114fe79f2290a843528a7f2020-12-04T14:52:34ZengEuropean Teacher Education NetworkJETEN2183-22342015-12-01102015136146What can Narrative contribute to Students’ Understanding of Scientific Concepts, e.g. Evolution Theory?Jörg Zabel0Harald Gropengiesser1Institute for Biology, Department of Biology Education, Universität Leipzig, Leipzig, GermanyInstitute for Science Education, Leibniz Universität Hannover, GermanyThis paper focuses on the role of a so-called ‘narrative mode of thought’ (Bruner 1996) for meaning making in the science classroom. We present results from a study in lower secondary school (age 12-13 ys.), exploring how students make sense of adaptation phenomena. Text analysis, combined with student interviews, revealed students’ conceptions and their individual methods of making sense of adaptation phenomena. The data suggest that the narrative paradigm is appropriate to investigate and to strengthen individual and emotional aspects of understanding science. However, the evidence also puts into question too generalized assumptions on the two ‘modes of thought’.https://etenjournal.com/2020/02/07/what-can-narrative-contribute-to-students-understanding-of-scientific-concepts-e-g-evolution-theory/narrativeevolutionexplanationmeaning making |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Jörg Zabel Harald Gropengiesser |
spellingShingle |
Jörg Zabel Harald Gropengiesser What can Narrative contribute to Students’ Understanding of Scientific Concepts, e.g. Evolution Theory? JETEN narrative evolution explanation meaning making |
author_facet |
Jörg Zabel Harald Gropengiesser |
author_sort |
Jörg Zabel |
title |
What can Narrative contribute to Students’ Understanding of Scientific Concepts, e.g. Evolution Theory? |
title_short |
What can Narrative contribute to Students’ Understanding of Scientific Concepts, e.g. Evolution Theory? |
title_full |
What can Narrative contribute to Students’ Understanding of Scientific Concepts, e.g. Evolution Theory? |
title_fullStr |
What can Narrative contribute to Students’ Understanding of Scientific Concepts, e.g. Evolution Theory? |
title_full_unstemmed |
What can Narrative contribute to Students’ Understanding of Scientific Concepts, e.g. Evolution Theory? |
title_sort |
what can narrative contribute to students’ understanding of scientific concepts, e.g. evolution theory? |
publisher |
European Teacher Education Network |
series |
JETEN |
issn |
2183-2234 |
publishDate |
2015-12-01 |
description |
This paper focuses on the role of a so-called ‘narrative mode of thought’ (Bruner 1996) for meaning making in the science classroom. We present results from a study in lower secondary school (age 12-13 ys.), exploring how students make sense of adaptation phenomena. Text analysis, combined with student interviews, revealed students’ conceptions and their individual methods of making sense of adaptation phenomena. The data suggest that the narrative paradigm is appropriate to investigate and to strengthen individual and emotional aspects of understanding science. However, the evidence also puts into question too generalized assumptions on the two ‘modes of thought’. |
topic |
narrative evolution explanation meaning making |
url |
https://etenjournal.com/2020/02/07/what-can-narrative-contribute-to-students-understanding-of-scientific-concepts-e-g-evolution-theory/ |
work_keys_str_mv |
AT jorgzabel whatcannarrativecontributetostudentsunderstandingofscientificconceptsegevolutiontheory AT haraldgropengiesser whatcannarrativecontributetostudentsunderstandingofscientificconceptsegevolutiontheory |
_version_ |
1724400379834138624 |