The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections
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-scienti...
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| Formato: | article |
| Idioma: | eng |
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2006
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| Texto completo: | https://doi.org/10.25755/int.319 |
| País: | Portugal |
| Oai: | oai:ojs.revistas.rcaap.pt:article/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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