Narrating science

Detalhes bibliográficos
Autor(a) principal: Soares, Sara
Data de Publicação: 2023
Outros Autores: Gonçalves, Matilde, Jerónimo, Rita, Kolinsky, Régine
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10362/152599
Resumo: UIDB/03213/2020 UIDP/03213/2020 PD/BD/135345/2017 COVID/BD/152481/2022
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spelling Narrating scienceCan it benefit science learning, and how? A theoretical reviewLearner featuresNarrative effectsScience learningScience narrative textsText comprehensionUIDB/03213/2020 UIDP/03213/2020 PD/BD/135345/2017 COVID/BD/152481/2022Narrative texts have been advocated as tools to tacklescience learning challenges, and there is even the pro-posal of a“narrative effect”on learning. We believe itis necessary to examine previous evidence on thiseffect, as well as to characterize the process of learningthrough science narrative texts more broadly. In thisarticle, we offer a theoretical review drawing on threeframeworks, namely on pedagogical aspects of textlearning, linguistic features of texts, and cognitiveaspects of text comprehension. Based on that, we ana-lyzed two complementary questions. First, we reviewed36 studies to ask if science narrative texts can benefitlearning and memory outcomes at different educa-tional levels (i.e., the“If”question). We found encour-aging evidence for the use of science narrative texts atvarious educational levels, especially in delayed assess-ments and longer-lasting interventions. Second, wegathered and linked ideas, hints, and evidence on howthe process of learning with science narrative textstakes place, namely on conditions and underlying pro-cesses (i.e., the“How”question). There are many fea-tures from conditions (texts, learners, activities, widercontext) and underlying processes (integration withprior knowledge, affective dispositions, and cognitive abilities) that can help to account for variability in out-comes; yet, ideas and evidence are not always tightlyconnected. We suggest that education and researchshould focus on specific narrative effects, that specifywith what (texts), with whom (learners), when andwhere (activities and wider context) these effects occur,as well as“why”(underlying processes). We believe theproposed framing can help both make sense of previ-ous evidence and inform future educational practicesand research and provide some recommendations inthis regard.Departamento de Linguística (DL)Centro de Linguística da UNL (CLUNL)RUNSoares, SaraGonçalves, MatildeJerónimo, RitaKolinsky, Régine2023-05-10T22:09:41Z2023-02-132023-02-13T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article34application/pdfhttp://hdl.handle.net/10362/152599eng1098-2736PURE: 53102204https://doi.org/10.1002/tea.21851info: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:RCAAP2024-03-11T05:34:52Zoai:run.unl.pt:10362/152599Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:54:57.058476Repositório 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 Narrating science
Can it benefit science learning, and how? A theoretical review
title Narrating science
spellingShingle Narrating science
Soares, Sara
Learner features
Narrative effects
Science learning
Science narrative texts
Text comprehension
title_short Narrating science
title_full Narrating science
title_fullStr Narrating science
title_full_unstemmed Narrating science
title_sort Narrating science
author Soares, Sara
author_facet Soares, Sara
Gonçalves, Matilde
Jerónimo, Rita
Kolinsky, Régine
author_role author
author2 Gonçalves, Matilde
Jerónimo, Rita
Kolinsky, Régine
author2_role author
author
author
dc.contributor.none.fl_str_mv Departamento de Linguística (DL)
Centro de Linguística da UNL (CLUNL)
RUN
dc.contributor.author.fl_str_mv Soares, Sara
Gonçalves, Matilde
Jerónimo, Rita
Kolinsky, Régine
dc.subject.por.fl_str_mv Learner features
Narrative effects
Science learning
Science narrative texts
Text comprehension
topic Learner features
Narrative effects
Science learning
Science narrative texts
Text comprehension
description UIDB/03213/2020 UIDP/03213/2020 PD/BD/135345/2017 COVID/BD/152481/2022
publishDate 2023
dc.date.none.fl_str_mv 2023-05-10T22:09:41Z
2023-02-13
2023-02-13T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10362/152599
url http://hdl.handle.net/10362/152599
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1098-2736
PURE: 53102204
https://doi.org/10.1002/tea.21851
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 34
application/pdf
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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