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

Authors

  • Ralph Levinson Institute of Education, University of London, United Kingdom

DOI:

https://doi.org/10.25755/int.319

Keywords:

Narratives, Socio-scientific issues, Pedagogy.

Abstract

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.

Author Biography

Ralph Levinson, Institute of Education, University of London, United Kingdom

Professor Auxiliar do Instituto de Educação da Universidade de Lisboa. Áreas de investigação: Didáctica das ciências; Conhecimento e desenvolvimento profissional de professores; A discussão de questões sociocientíficas na educação em ciências; Integração das TIC na educação em ciências.

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Published

2006-11-05

How to Cite

Levinson, R. (2006). The use of narrative in supporting the teaching of socio-scientific issues: a study of teachers’ reflections. Interacções, 2(4). https://doi.org/10.25755/int.319

Issue

Vol. 2 No. 4 (2006): As controvérsias sociocientíficas e sócio-ambientais na educação em ciências e na educação ambiental.

Section

Number 4 - The socio-scientific and socio-environmental controversies in science education

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