Tunnicliffe, SD;
Bruguiere, C;
(2017)
Reading a fictional storybook in a primary science lesson: narrative reasons and scientific reasons.
In:
Proceedings 10th International Conference on Research in Science Education.
(pp. pp. 4503-4508).
Universitat Autònoma de Barcelona/Universitat de València: Seville, Spain.
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Abstract
This communication fits into the theoretical framework of scientific literacy, which acknowledges argumentation and narrative as a core of ‘epistemic practice’ of science class. In this paper we propose to study the extent to which a collective discussion about the interpretation of a ‘realistic fiction’ storybook in science lesson can be a way to engage young pupils in argumentation. We show that the quality of the directed interaction comes from the form of the teacher’s interventions and that the identification of the relevant narrative data embedded in the story allows the pupils to mobilize scientific reasons in order to interpret it.
| Type: | Proceedings paper |
|---|---|
| Title: | Reading a fictional storybook in a primary science lesson: narrative reasons and scientific reasons |
| Event: | 10th International Conference on Research in Science Education |
| Dates: | 05 September 2017 - 07 September 2017 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://ddd.uab.cat/record/183686?ln=ca |
| Language: | English |
| Additional information: | Tunnicliffe, SD; Bruguiere, C; (2018) Reading a fictional storybook in a primary science lesson: narrative reasons and scientific reasons. Enseñanza de las Ciencias, nº Extraordinario (Proceedings 10th International Conference on Research in Science Education, Seville, Spain), pp. 4503-4508, ISSN 2174-6486. This work is under a Creative Commons Attribution 4.0 International license. |
| Keywords: | Storybooks, scientific literacy, primary school, reasoning, narrative |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10041619 |
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