The Utility of Storytelling Strategies in the Biology Classroom
The Utility of Storytelling Strategies in the Biology Classroom
复制标题
讲故事策略在生物课堂中的实用性
DOI：
10.30935/cedtech/6210
复制
发表时间：
2018
影响因子：
--
通讯作者：
Jill E. Stefaniak
中科院分区：
文献类型：
--
作者：
Elizabeth Csikar;Jill E. Stefaniak
向学生传递具有高内在认知负荷的科学信息是一项挑战。通常，学生没有现有的模式来全面地整合信息。一种显示出希望的方法是讲故事。讲故事已被成功地用于向非专家传达公共卫生信息。因此，是否可以在课堂上使用讲故事的方式，将高内在负荷的信息以一种有意义的方式呈现给学生，这是一个有趣的问题。本研究采用后测准实验研究设计，探讨讲故事作为一种教学策略在一所社区大学的解剖学和生理学课堂上的效用。治疗组的学生接受了用讲故事的方式来展示应用实例的指导。对照组和实验组都通过使用近端形成性测验、远端选择题和指导后进行的新颖批判性思维练习来评估。结果表明，讲故事与对照组的教学方法一样有效。这些发现表明，讲故事可以作为课堂上传达复杂科学信息的一种手段。
Conveying scientific information with high intrinsic cognitive load to students is a challenge. Often, students do not have the existing schema to incorporate the information in a comprehensive manner. One method that has shown promise is storytelling. Storytelling has been successfully used to convey public health information to non-experts. Therefore, it was of interest to determine whether storytelling could be used in the classroom to present information with high intrinsic load to students in a meaningful manner. This study used a post-test only quasi-experimental study design to explore the utility of storytelling as an instructional strategy in anatomy and physiology classes at a community college. Students in the treatment group received instruction that used storytelling to present examples of application. Both control and experimental groups were assessed through the use of a proximal formative quiz, distal multiple-choice questions, and a novel critical thinking exercise administered after the instruction. Results suggest that storytelling was as effective as the instructional methods delivered to the control group. These findings suggest that storytelling may be used as a means to convey complex scientific information in the classroom.