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Teaching Science Using Stories: the Storyline Approach

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Teaching Science Using Stories: the Storyline Approach Teaching Science Using Stories: The Storyline Approach by Aaron D. Isabelfe A story provides the missing link that makes learning meaningful—Kif ran Egan torytellinK is an agoold and poweiiul means pf coniniunication lliat ciui be used as an effec- tive teachin^r strategy in tlie science classroom. listening to a story involves imagination, acti- vation of prior exf>eriences. knowledge, and imagery. A conimnnity of learners, characterized S by inquiry and discovery, can be uiitiated tlirough the process of storytelling. The Storyline Approach is an inquiry-based teaching method based upon a strategy first in- troduced by Kieran Egan (1986). Tiie story structure can provide students with a framework for concept formation and for the retention of the concept. The main cha^^ters of these stories are not fictitious; rather, the history of science is overflowmg with sdeSnsts, philosophers, math- 16 SCIENCE SCOPE ematicians, and inventors from diverse backgrounds In the context of the Storyline Approach, this initial who each have their own story to tell. In this article. I stimulus should be directly related to the concept that describe my experiences implementing the Storyline will be explored in the story and should be something Approach in the context of teaching the concept of air that students are familiar with. Eor example, as part of a preactivity reflection for learning about the concept of pressure to seventh- and eighth-grade students. I also air pressure, I give each student a set of suction cups offer story-shaping strategies and history-of-science in a cooperative group setting and offer the following resources to assist in the creation of your own story. directions: Narrative and the history of science Push the suction cups tightly together. In your co- The use of narrative in science education has been operative group, discus^ what is going on. Write the focus of increasing attention in recent years (Egan your explanation in two or three sentences, or 2003; Groce 2004; Hadzigeorgiou 2006; Wieder 2006). draw a pictin-e to help convey your ideas. Although researchers view narrative and its structure from different perspectives, there is agi^eement that After a brief discussion fueled by students' thinking. narrative reflects a very basic, yet powerful, form of 1 transition to the Explore phase by stating. "Before we communication. For example, oral cultures have ex- continue our discussion about why the suction cups ploited, and continue to exploit, the sequential structure stay tightly together, T'd first like to read you a story of narrative to aid memory; narrative plays a critical that may help you in your thinking." I read the story role in teaching children and in maintaining culture. that I created, "Under Pressure" (see Figure I). (Note: A historical presentation of science provides oppor- I distribute a copy of the story to each student, which tunities for students to "appreciate that scientific and is' especially helpful for visual learners.) Wlijle read: mathematical progress does not amount simply to a ing about Otto von Guericke's experiment. I use air series of incidental discoveries, but that the growth of overhead projector to display the well-known drawing science and math is chai"acterLzed by feats of Imagina- of the Magdeburg hemispheres experiment (see wwii>. tion and creativity" (Irwin 2000, p. 5). The history of scienceandsociety.co.uk; search under "Magdeburg"). science is "full of accidents and conjunctures and curi- I find that showing this image not only helps to give ous juxtapositions of eveats, and it demonstrates to us students a much better impression of this historical the complexity of human change and the unpredictable event, but it is also an appropriate context to integrate a character of the ultimate consequences of any given act historical document. The drawing is used to hel]) create or decision" (Feyerabend 1988, p. 9). The aini of the a visual context for the story itself, rather than a way to Storyline Approach is to draw upon these dramatic epi- compare the hemispheres and the suction cups. Tlie sodes, amazing discoveries, ancl intriguing characters teacher guides students in making a direct comparison in the history of science as the basis for interesting sto- between the hemispheres and the suction cups durinjj rylines, 'lliis approach can motivate students and give the Summarize phase, after the story is read. them immediate access to the science topic by human- izing the subject matter (Egan 1997, p. 51). After reading tbe story. I discuss with students what is factual and what is not. As it is not my intention to distort students' views of history or any of the figures impiementing the in the history of science, I place a special emphasis on Storyiine Approach the historically accurate components of the story. By employing the Launch, Explore, Summarize (LES) I then transition to the Summarize phase by revisit- instructional model, the Storyline Approach takes on ing the stimulus provided during the launch phase and an inquiry-based structure for the exploration of a sci- make explicit connections to the ideas presentetl in the ence concept (Burns 2000). (Note: Tlie LES methodol- story. I ask students, "Wliat is the connection between ogy is an analogous, condensed version of the Five Es the suction cups and the Magdeburg hemispheres? instructional model.) How are they different? How are they similar?" To make In the Launch phase of the LES method, the teacher this comparison more concrete, I introduce a smaller typically uses probing questions to activate and elicit model of the Magdeberg hemispheres that is approxi- students' prior knowledge about the concept under mately 6 inches (15 cm) in diamettr (Note: Magdeberg investigation. This can alfeo be done by stimulating hemispheres can be obtained from most science supply students' thinking by offering physical objects to ma- companies for approximately $30.) The science content nipulate or a visual display to capture their attention. conveyed tlirough the story assists students in formulat- TEACHING SCIENCE USING STORIES FiGURE 1 Under Pressure story There were only a couple days left until election day and The people wanted someone on the platform as fired up the two candidates for mayor were preparing for the last and loud as they were. big debate. The people of the town of Magdeburg, a Hans quietly and calmly said. "I want to give this town a small town in Germany, were all taking this election very good name as much as you do. So,! have a plan to clean seriously. There were a lot of serious issues at hand, like job up this town. Magdeburg will be known as "The Cleanest opportunities and health care. But above all of the problems Town in Germany..." to be discussed, the people of Magdeburg wanted one Someone at the back of the crowd interrupted Hans and problem solved more than any other: They wanted their shouted, "Speak up. Hans! We can't hear a word you're mayor to put their town on the map: they wanted their town saying!" to be heard of and admired across the country! Berlin and Hans started to repeat his idea when another person Munich were cities in Germany that people spoke about yelled back, "He's talking about cleaning up the town or all the time. But ho one knew anything about Magdeburg; something like that..." Once the people heard what Hans most people had never heard of such a town, never mind had been saying, the whole crowd began to boo him and where it was in Germany. his idea. Granted, it was a good idea to clean up the town, "But what could the town of Magdeburg ever be but the people of Magdeburg were aiming a little higher famous for?" the people asked. It was not as large than "Welcome to Magdeburg: The Cleanest Town in as Berlin or Munich. No one famous had ever been Germany." born there. Magdeburg didn't manufacture or produce As Hans walked off the stage, the crowd continued to anything important, Basically, Magdeburg was an grumble. In the midst of all the emotion, no one had even averaged-sized town, with an average population; it had noticed that the next candidate for mayor, a persoh by the an average location: the lives of its citizens could even name of Otto, had walked onto the stage end was standing be considered to be quite average. Everything about in front of them. Although Otto did not have the same political the town of Magdeburg was average and the people experience that Hans did, he not only had a bellowing were sick and tired of being just average. They wanted voice, but he also had a way with crowds; he was quite an to be known as "The Great Town of Magdeburg" or "The entertainer and a showman. Incredible Town of Magdeburg," or at the very least. "The Otto suddenly spoke clearly and loudly: "My good people Above Average Town of Magdeburg," The only problem of Magdeburg. There is no reason for such anger. If you was that they didn't know how to achieve this. That was will all just calm down and gather around me. you will be why this election was so important to them. They wanted able to witness my plan for making this town known to all their new mayor to have an answer to their problem. of Germany." Well, the day of the big debate finally arrived. Excitement Otto's calming, commanding presence affected the was in the air and the people were hopeful that their city crowd and they began to settle down and walk closer to would soon make a name for itself.
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