The Use of Storytelling to Promote Literacy Skills in Biology Education: An Intervention Proposal
-
-
[1] Universidad Autónoma de Madrid
Universidad Autónoma de Madrid
Madrid, España
-
- Localización: Interdisciplinary approaches toward enhancing teacher education / coord. por María Dolores Ramírez Verdugo, Bahar Otcu-Grillman, 2020, ISBN 9781799865216, págs. 155-177
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 3 Citas
-
Resumen
This chapter provides biology teachers with a cell division-based teaching sequence to develop the literacy skills of 10th grade students using the storytelling potential. The objectives are 1) to analyze the design process of this sequence and 2) to examine how it is implemented in two classrooms in terms of a communicative approach. The sequence design is informed by the didactical transposition approach. The authors analyze the transformation of reference knowledge, firstly, into a teaching sequence of four activities organized around authentic issues, such as cancer treatment or reproductive problems, and then, into taught knowledge. The results show that the use of storytelling in design could enhance students’ scientific literacy, scientific discourse, and problem-solving competence, as it allows for their greater participation (80-90% of utterances). Interactive approaches (8/10 episodes) predominate in expertslearners discussions, improving students’ view of science as a process and not as a closed set of
