Narrating science: Can it benefit science learning, and how? A theoretical review

نویسندگان

چکیده

Narrative texts have been advocated as tools to tackle science learning challenges, and there is even the proposal of a “narrative effect” on learning. We believe it necessary examine previous evidence this effect, well characterize process through narrative more broadly. In article, we offer theoretical review drawing three frameworks, namely pedagogical aspects text learning, linguistic features texts, cognitive comprehension. Based that, analyzed two complementary questions. First, reviewed 36 studies ask if can benefit memory outcomes at different educational levels (i.e., “If” question). found encouraging for use various levels, especially in delayed assessments longer-lasting interventions. Second, gathered linked ideas, hints, how with takes place, conditions underlying processes “How” There are many from (texts, learners, activities, wider context) (integration prior knowledge, affective dispositions, abilities) that help account variability outcomes; yet, ideas not always tightly connected. suggest education research should focus specific effects, specify what (texts), whom (learners), when where (activities these effects occur, “why” (underlying processes). proposed framing both make sense inform future practices provide some recommendations regard.

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ژورنال

عنوان ژورنال: Journal of Research in Science Teaching

سال: 2023

ISSN: ['1098-2736', '0022-4308']

DOI: https://doi.org/10.1002/tea.21851