Reading a fictional storybook in a primary science lesson : narrative reasons and scientific reasons
Bruguière, Catherine (Université Lyon (France))
Dale Tunnicliffe, Sue (University College London (UK))

Date:	2017
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.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Language:	Anglès
Document:	Article ; recerca ; Versió publicada
Subject:	Storybooks ; Scientific literacy ; Primary school ; Reasoning ; Narrative
Published in:	Enseñanza de las ciencias, Núm. Extra (2017) , p. 4503-4508, ISSN 2174-6486

6 p, 88.8 KB

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Articles > Research articles