Abstract
The abstract language of science dominates in biology textbooks (Avraamidou & Osborne, 2009). Stories, in contrast, are likely to be a powerful tool when it comes to creating meaning and initiating thoughtful moments in the science classroom (Bruner 1996). This study aims to explore how a narrative approach can foster thoughtfulness in biology education. We present two different case-study approaches in the use of narratives. The first study uses pre-written narratives (vignettes) on synthetic biology related socioscientific issues; the second is based on audio-podcasts produced by students themselves, portraying a selected animal species. The first case study explored the classroom interaction around techno-moral-vignettes in terms of opening up personal frames and stimulating dialogue, in two Dutch uppersecondary biology classes (n=17; n=25, 15-16 yrs.). Technomoral-vignettes are future scenarios, in which possible applications and moral dilemmas are being introduced in an imaginative way. Students read the vignette and wrote down their initial thoughts and feelings, after which they clarified in pairs their initial questions. Hence, a small groupdialogue was initiated to further explore and articulate students’ own values and beliefs. Classroom observations were made, students worksheets collected, group discussions audiotaped, and semi-structured 10-minute interviews with the teacher and four students were conducted. In the second case study, grammar school students in Germany (n=9; 13-17 yrs.) produced audio-podcasts about an animal species of their choice. The sample group was trained in three workshops, which included (1) selecting their species and collecting scientific information, (2) instructions on subjective genres poem; (3) technical instructions about producing audio-podcasts. All audio-podcasts were analysed for bilingualism by evaluating indicators of scientific and subjective language. Results indicated that the vignette evoked a diversity of initial emotions and feelings. Sharing and inquiring these initial thoughts in small groups of peers uncovered a wide range of values and beliefs, indicating that students’ mental frameworks are activated and reflected on. The podcast production appears 'thoughtful' in the sense that it helped the pupils to transcend the merely scientific perspective and to assign personal meaning to the biological topic. This was achieved through the use of narrative and subjective language, and the analysis qualified the podcasts as 'bilingual' in the sense of Gebhard (2015). The results of both case studies generally support our assumption that narrative is able to foster thoughtfulness in biology education, at least in the described contexts.
Original language | English |
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Title of host publication | 12th conference of European Researchers in Didactics of Biology (ERIDOB) |
Place of Publication | Zaragoza |
Pages | 211 |
Publication status | Published - 2 Jul 2018 |