Introducing science phenomena11/7/2023 ![]() ![]() Other implications that were discovered is that the construction process is influenced by several interrelated factors, such as students' prior conceptions and views on the nature of science (their epistemologies- Kalman, 2008/2017 Matthews, 2015), their interest and motivation, the classroom culture, the opportunities they have for social interaction, dialogue, and argumentation, the generation of representations (for the use of modeling and analogies), and also their opportunities for cognitive dissonance and conceptual change, as well as for applying new knowledge to new contexts ( Resnick, 1983 Hadzigeorgiou, 1997, 1999, 2015 Stefanich and Hadzigeorgiou, 2001 Tytler et al., 2013). An important implication of this construction process, as constructivist-oriented research in the 1980s and 1990s showed, is the possibility for students to construct not only a conceptual framework that lacks the coherence of true scientific knowledge, but to equally construct alternative ideas that are different from the canonical scientific ones. On the one hand, understanding science (as content, inquiry and process skills) is a challenging task for students, as it involves a construction process, which is complex and iterative-not a linear one-and which also takes time and effort. Science as a school subject to be taught and learned, has always presented a challenge to both teachers and students. Therefore its development could be fostered in the context of school science learning, and in a way that the narrative mode would also be taken into consideration. ![]() This latter form of understanding, that the educational theorist Kieran Egan calls “romantic understanding,” has features that can be readily associated with the natural world and its phenomena. This chapter focuses on students' “narrative mode of thought,” as a bridge to understanding science-which has traditionally been based more upon the use of logico-mathematical thinking in the upper grades-and on a distinctive form of understanding the world, characteristic of students of the age range from 8 to 15 years. However, Bruner's notion of “narrative thinking” and Egan's “romantic understanding” offer an alternative approach to teaching and learning science, in a way that engagement and understanding become a possibility. Such a challenge is even greater in the context of the “Science for All” curriculum initiative. 2University of the Aegean, Rhodes, GreeceĮngaging students in science and helping them develop an understanding of its ideas has been a consistent challenge for both science teachers and science educators alike.1Imaginative Education Research Group (IERG), Simon Fraser University, Vancouver, BC, Canada.
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