The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections

Detalhes bibliográficos
Autor(a) principal: Levinson, Ralph
Data de Publicação: 2006
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.25755/int.319
Resumo: While narratives which integrate aspects of human consciousness can be a powerful instrument in teaching and learning about socio-scientific issues, the science curriculum offers unfruitful grounds for the development of narrative in school students. Learning science and learning about socio-scientific issues are epistemologically distinct activities. The way teachers across the curriculum use narratives suggests that an interdisciplinary approach might be more effective for teaching these issues, particularly where narrative plays a core role.
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spelling The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflectionsNúmero 4 - As controvérsias sociocientíficas e sócio-ambientais na educação em ciências e na educação ambiental.While narratives which integrate aspects of human consciousness can be a powerful instrument in teaching and learning about socio-scientific issues, the science curriculum offers unfruitful grounds for the development of narrative in school students. Learning science and learning about socio-scientific issues are epistemologically distinct activities. The way teachers across the curriculum use narratives suggests that an interdisciplinary approach might be more effective for teaching these issues, particularly where narrative plays a core role.Escola Superior de Educação do Instituto Politécnico de Santarém2006-11-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.25755/int.319eng1646-2335Levinson, Ralphinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-02T18:08:36Zoai:ojs.revistas.rcaap.pt:article/319Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:47:33.722373Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections
title The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections
spellingShingle The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections
Levinson, Ralph
Número 4 - As controvérsias sociocientíficas e sócio-ambientais na educação em ciências e na educação ambiental.
title_short The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections
title_full The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections
title_fullStr The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections
title_full_unstemmed The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections
title_sort The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections
author Levinson, Ralph
author_facet Levinson, Ralph
author_role author
dc.contributor.author.fl_str_mv Levinson, Ralph
dc.subject.por.fl_str_mv Número 4 - As controvérsias sociocientíficas e sócio-ambientais na educação em ciências e na educação ambiental.
topic Número 4 - As controvérsias sociocientíficas e sócio-ambientais na educação em ciências e na educação ambiental.
description While narratives which integrate aspects of human consciousness can be a powerful instrument in teaching and learning about socio-scientific issues, the science curriculum offers unfruitful grounds for the development of narrative in school students. Learning science and learning about socio-scientific issues are epistemologically distinct activities. The way teachers across the curriculum use narratives suggests that an interdisciplinary approach might be more effective for teaching these issues, particularly where narrative plays a core role.
publishDate 2006
dc.date.none.fl_str_mv 2006-11-05
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://doi.org/10.25755/int.319
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dc.language.iso.fl_str_mv eng
language eng
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dc.publisher.none.fl_str_mv Escola Superior de Educação do Instituto Politécnico de Santarém
publisher.none.fl_str_mv Escola Superior de Educação do Instituto Politécnico de Santarém
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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