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Science Teaching with Historically Based Stories: Theoretical and Practical Perspectives

  • Stephen Klassen
  • Cathrine Froese Klassen
Chapter

Abstract

This chapter deals with the use of historically based stories in science teaching. Stories can be viewed as pedagogical tools to help improve the learning experience of students and the learning of the content itself. The focus of this chapter is the structure and content of science stories and the effectiveness of properly constructed stories to enhance learning. Studies on the use of stories are identified and categorized, and the related empirical studies utilizing science stories are reviewed in greater depth. The chapter explains the concepts of narrative, story, and science story and addresses the need for their standardization. The model of the story as the reenactment of a type of learning process and the role of the story in generating a romantic understanding of science are expounded as pedagogical reasons supporting the story approach. History of science that is suitably adapted serves as the raw material for the construction of such science stories. The story-driven contextual approach as a framework for using stories in science teaching is presented as the undergirding for the classroom use of science stories. Topics for future studies are addressed in the conclusion.

Keywords

Science Teaching Science Content Journal Entry Practical Context Good Story 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgment

The writing of this chapter has been supported by a research grant from the University of Winnipeg.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Faculty of EducationThe University of WinnipegWinnipegCanada

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