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2 pages, 147 KiB

Open AccessEditorial

Storytelling in STEM Disciplines: At the Crossroads of Science and Humanities

by Camilla Spagnolo, Giorgio Bolondi, Federico Corni and Mita Drius

Educ. Sci. 2024, 14(7), 747; https://doi.org/10.3390/educsci14070747 - 9 Jul 2024

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Abstract

The collected papers in this Special Issue make significant contributions to educational research by demonstrating the multifaceted benefits of integrating storytelling and narrative techniques into teaching practices across various disciplines [...] Full article

(This article belongs to the Special Issue Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities)

Research

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29 pages, 2107 KiB

Open AccessArticle

The Potential of Narrative for Understanding Protein Biosynthesis in the Context of Viral Infections

by Jörg Zabel and Cornelia Averdunk

Educ. Sci. 2024, 14(5), 521; https://doi.org/10.3390/educsci14050521 - 13 May 2024

Cited by 1 | Viewed by 1109

Abstract

Based on the assumption that the process of understanding is partly narrative, this study explores the potential benefits and limitations of using narrative writing in biology education. We investigate what contribution a student-centered narrative intervention can make to the conceptual understanding of protein [...] Read more.

Based on the assumption that the process of understanding is partly narrative, this study explores the potential benefits and limitations of using narrative writing in biology education. We investigate what contribution a student-centered narrative intervention can make to the conceptual understanding of protein biosynthesis in the context of viral infections and virus replication. After a teaching sequence on this topic, 68 secondary school students (M = 15.7 years, SD = 0.57 years) explained virus replication in a written text. One subsample (n = 46) was instructed to write a narrative text, while the other one (n = 22) was asked to write an expository (non-fictional) text. Our data analysis encompassed an analysis of the structural narrativity in the student texts, as well as a concept-related rating of the level of scientific correctness in three categories. A post-test questionnaire (35 items) was used to depict the learners’ viewpoints on their respective text production and the learning process that they experienced. Our findings indicate that most learners actually produced the text type they were supposed to, with exceptions in both sub-samples. As to the level of concept-related scientific correctness, we found no major differences between the two interventions. However, for two concepts, compartmentalization and levels of organization, the data indicate the significant advantage of the narrative intervention. We conclude from our results that to some extent, the effective learning properties of narrative texts, derived from the theoretical foundations, could indeed successfully be demonstrated in the field of virus replication. However, narrative text production is not equally beneficial for all aspects of the biological topic, and it also poses specific problems for some learners. Full article

(This article belongs to the Special Issue Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities)

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18 pages, 3137 KiB

Open AccessArticle

Development of Definitory and Classificatory Thinking in Geometry through Storytelling and GBL Activities

by Leonardo Tortorelli and Francesco Saverio Tortoriello

Educ. Sci. 2024, 14(5), 471; https://doi.org/10.3390/educsci14050471 - 29 Apr 2024

Cited by 1 | Viewed by 2290

Abstract

Little is discussed regarding the meaning of “definition” in primary school, where children often memorize definitions. In geometry, students frequently confuse “definition” with the “description” of a geometric object. The aim of this study is to verify whether a new hybrid methodology between [...] Read more.

Little is discussed regarding the meaning of “definition” in primary school, where children often memorize definitions. In geometry, students frequently confuse “definition” with the “description” of a geometric object. The aim of this study is to verify whether a new hybrid methodology between storytelling and game-based learning called Geometrikoland exercises skills that fall within what we understand as “definitory thinking”, which the set of competencies and meta-competencies is associated with acquiring a true mastery of definitions in geometry. This goal can be achieved because the dynamics of Geometrikoland alter the approach to definitions. The methodology applied is a hybrid of storytelling and adventure game-based learning applied to a “engine” of quadrilateral theory. The experiment took place in a fifth-grade class in an Italian school. The analysis of some data based on the accuracy of geometry actions during workshops and qualitative analysis based on the analysis of oral arguments produced during the labs lead to the conclusion that, on average, children have gained a greater awareness of what it means to define a geometric object and a better understanding of the relationships between various subsets of the set of quadrilaterals, previously seen as separate sets. Further confirmation has been provided by comparing the results of two mini-tests (a placement test and an exit test), which are useful for assessing the skills associated with the criterion of arbitrariness, the criterion of uniqueness, and classificatory thinking. Full article

(This article belongs to the Special Issue Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities)

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15 pages, 1383 KiB

Open AccessArticle

Fibonacci Numbers between History, Semiotics, and Storytelling: The Birth of Recursive Thinking

by Giuseppe Bianco, Angela Donatiello and Bianca Nicchiotti

Educ. Sci. 2024, 14(4), 394; https://doi.org/10.3390/educsci14040394 - 10 Apr 2024

Cited by 1 | Viewed by 1174

Abstract

The aim of this paper is to discuss the emergence of recursive thinking through the famous problem posed by Fibonacci regarding the growth of the rabbit population. This paper qualitatively analyzes and discusses the semiotic aspects raised by the students working with this [...] Read more.

The aim of this paper is to discuss the emergence of recursive thinking through the famous problem posed by Fibonacci regarding the growth of the rabbit population. This paper qualitatively analyzes and discusses the semiotic aspects raised by the students working with this historical source in the form of a story. From this perspective, the value of the historical problems as socio-cultural references (voices) and of the narrations as mediating factors to enhance students’ learning of new mathematical concepts, such as recursion, is explored in depth. The focus lies on the pivotal role played by the students’ construction of personal senses during in-group mathematical activities, in dialectics with the normative and mathematical meanings. It is highlighted that fostering environments conducive to dialogue among peers, as well as linking various shapes and contexts of knowledge, is necessary. Here, storytelling and history are regarded as fruitful resources aiding students in the gradual construction of a personal sense of mathematical concepts, including recursion. Full article

(This article belongs to the Special Issue Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities)

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15 pages, 2275 KiB

Open AccessArticle

A Narrative Approach to Foster the Construction of Recursive Thinking in High School Students

by Bianca Nicchiotti, Angela Donatiello and Giuseppe Bianco

Educ. Sci. 2024, 14(4), 350; https://doi.org/10.3390/educsci14040350 - 27 Mar 2024

Cited by 1 | Viewed by 1331

Abstract

In this paper, we will explain the development of a mathematical activity involving narrative and short stories in particular, with the aim of investigating whether it is possible to use the narrative approach to promote the construction of recursive thinking in high school [...] Read more.

In this paper, we will explain the development of a mathematical activity involving narrative and short stories in particular, with the aim of investigating whether it is possible to use the narrative approach to promote the construction of recursive thinking in high school students from a four-year scientific high school (Grades 11 and 12). We present qualitative research based on the networking of two theoretical frameworks used to analyze students’ protocols and the issues surfacing during class discussion: Abstraction in Context (AiC) and Documenting Collective Activity (DCA). In our research, the students, divided into small groups, dealt with a highly immersive “story problem” with the Sierpinski Triangle as its central element. The task was designed to ensure consistency with the story and involved the construction, with GeoGebra 6.0 software, of a fractal city, Fractlandia, with squares and sinkholes. The preliminary results show that the story proposed functioned as a motivation to solve the problem, and the last questions of the task proved the most engaging for the students, mainly because of the connection with the story, and also because they involved some reflection about the behavior to the infinity of the perimeter and the area of the Sierpinski Triangle. Full article

(This article belongs to the Special Issue Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities)

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19 pages, 4732 KiB

Open AccessArticle

“Romeo and Juliet: A Love out of the Shell”: Using Storytelling to Address Students’ Misconceptions and Promote Modeling Competencies in Science

by Ginevra Aquilina, Umberto Dello Iacono, Lucia Gabelli, Luca Picariello, Giacomo Scettri and Giulia Termini

Educ. Sci. 2024, 14(3), 239; https://doi.org/10.3390/educsci14030239 - 25 Feb 2024

Cited by 1 | Viewed by 1538

Abstract

In this paper, we present the design of a Teaching—Learning Sequence (TLS) based on storytelling. The TLS has a twofold goal: to address students’ misconceptions about atomic models and to promote students’ development of modeling skills. The story is titled “Romeo and Juliet: [...] Read more.

In this paper, we present the design of a Teaching—Learning Sequence (TLS) based on storytelling. The TLS has a twofold goal: to address students’ misconceptions about atomic models and to promote students’ development of modeling skills. The story is titled “Romeo and Juliet: a love out of the shell”, and the characters are electrons living inside an atom. The TLS was tested with upper secondary school students. A qualitative analysis of the data shows that the TLS was able to engage students and helped them reconstruct the atomic model, while the story improved students’ understanding of specific concepts related to the atomic model. The use of storytelling in the context of our research is discussed, together with the limitations of the story and possible future research developments. Full article

(This article belongs to the Special Issue Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities)

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15 pages, 1604 KiB

Open AccessArticle

Storytelling as a Skeleton to Design a Learning Unit: A Model for Teaching and Learning Optics

by Alessandra Boscolo, Stefania Lippiello and Anna Pierri

Educ. Sci. 2024, 14(3), 218; https://doi.org/10.3390/educsci14030218 - 21 Feb 2024

Cited by 1 | Viewed by 1302

Abstract

Instructional design is an essential part of teaching practice: both researchers and teachers are engaged in finding strategies to deal with this complex work. We propose the use of storytelling as a skeleton to structure a long-lasting teaching unit, maintaining coherence and giving [...] Read more.

Instructional design is an essential part of teaching practice: both researchers and teachers are engaged in finding strategies to deal with this complex work. We propose the use of storytelling as a skeleton to structure a long-lasting teaching unit, maintaining coherence and giving meaning to its various elements. We refer to an interpretation of storytelling for educational purposes as a role-playing game, drawing inspiration from the Digital Interactive Storytelling in Mathematics framework. Designing a learning unit based on storytelling means integrating every moment of the teaching–learning process within the narrative: the teacher and students are all part of the same story, which motivates every activity carried out in the unit and contextualizes the tasks performed. Moreover, the assessment is also integrated into the narrative flow. In this study, we designed an exemplary Storytelling Learning Unit (SLU) model for the study of light, promoting modelling and argumentation skills in mathematics and physics. This unit, intended for ninth-grade students in an Italian scientific high school, was co-designed by the teacher of the class in which it will be implemented. This work particularly focuses on the design process. From reflection on the specific unit developed, general design principles for creating a SLU were hypothesized. Full article

(This article belongs to the Special Issue Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities)

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14 pages, 1118 KiB

Open AccessArticle

Perspectives on Using Storytelling as a Means of Teaching and Learning: Reflections from Diverse Groups of Participants on the Theme “What’s in Your River?”

by Cecilia Medupin

Educ. Sci. 2024, 14(1), 18; https://doi.org/10.3390/educsci14010018 - 24 Dec 2023

Cited by 1 | Viewed by 2101

Abstract

This study explores learners’ views and perspectives on the use of the storytelling strategy to study the basics of ecology through the theme “What’s in your river?” at a field and laboratory summer school for thirty-two college students aged sixteen to eighteen years; [...] Read more.

This study explores learners’ views and perspectives on the use of the storytelling strategy to study the basics of ecology through the theme “What’s in your river?” at a field and laboratory summer school for thirty-two college students aged sixteen to eighteen years; and in the lecture theatre to teach ecological concepts to nineteen first-year university undergraduate students. The mixed method approach was applied in the study, with the collection of qualitative and quantitative responses. Questionnaires were administered to the undergraduate students with selected questions that relate to the use of storytelling and its application in learning. The undergraduate students were asked the following key questions: did you enjoy the use of storytelling as a learning resource and strategy? how has storytelling helped you in your learning of the basics of ecology? The main findings of the study are that after using storytelling as a learning strategy, 89% of the respondents said it helped them to think more clearly about the story structure; 84% of the students said it helped them to understand the course contents better; 63% stated that it motivated them to learn; and 58% said it was more useful and helpful than the direct dissemination of lectures. Knowledge of river organisms acquired by the students correlated highly (R-square of 0.7112) with the use of storytelling as a tool for learning. The reason why the students enjoyed the use of storytelling is that it is both affective and cognitive. This article will benefit educators as it suggests different ways of thinking in the transformation of information for positive environmental change. Full article

(This article belongs to the Special Issue Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities)

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