652
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Tell me a story, professor! The effect of historical science stories on academic achievement and motivation in a physics class

ORCID Icon & ORCID Icon

References

  • Abd-El-Khalick, F., and N. G. Lederman. 2000. “The Influence of History of Science Courses on Students’ Views of Nature of Science.” Journal of Research in Science Teaching 37 (10): 1057–1095. doi:10.1002/1098-2736(200012)37:10<1057::AID-TEA3>3.0.CO;2-C.
  • Açışlı, S., S. A. Yalçın, and Ü. Turgut. 2011. “Effects of the 5E Learning Model on Students’ Academic Achievements in Movement and Force Issues.” Procedia-Social and Behavioral Sciences 15: 2459–2462. doi:10.1016/j.sbspro.2011.04.128.
  • Allchin, D. 2000. “How Not to Teach Historical Cases in Science.” Journal of College Science Teaching 30 (1): 33–37.
  • Angell, C., P. M. Kind, E. K. Henriksen, and Ø. Guttersrud. 2008. “An empirical-mathematical modelling approach to upper secondary physics.” Physics Education 43 (3): 256.
  • Atkin, J. M., and R. Karplus. 1962. “Discovery or Invention?” The Science Teacher 29 (5): 45–51.
  • Balci, S., J. Cakiroglu, and C. Tekkaya. 2006. “Engagement, Exploration, Explanation, Extension, and Evaluation (5E) Learning Cycle and Conceptual Change Text as Learning Tools.” Biochemistry and Molecular Biology Education 34 (3): 199–203. doi:10.1002/bmb.2006.49403403199.
  • BBC. 2014. “Brian Cox Visits the World’s Biggest Vacuum.” YouTube Video, October. https://www.youtube.com/watch?v=E43-CfukEgs&ab_channel=BBC
  • Bennett, J., and F. Lubben. 2006. “Context-based Chemistry: The Salters Approach.” International Journal of Science Education 28 (9): 999–1015. doi:10.1080/09500690600702496.
  • Bevins, S., and G. Price. 2016. “Reconceptualising Inquiry in Science Education.” International Journal of Science Education 38 (1): 17–29. doi:10.1080/09500693.2015.1124300.
  • Broadbent, J., and W. L. Poon. 2015. “Self-regulated Learning Strategies & Academic Achievement in Online Higher Education Learning Environments: A Systematic Review.” The Internet and Higher Education 27: 1–13. doi:10.1016/j.iheduc.2015.04.007.
  • Bybee, R., and N. M. Landes. 1990. “Science for Life & Living: An Elementary School Science Program from Biological Sciences Improvement Study (BSCS).” The American Biology Teacher 52 (2): 92–98. doi:10.2307/4449042.
  • Carin, A., and J. Bass. 2005. Teaching Science as Inquiry. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Cetin-Dindar, A., and O. Geban. 2017. “Conceptual Understanding of Acids and Bases Concepts and Motivation to Learn Chemistry.” The Journal of Educational Research 110 (1): 85–97. doi:10.1080/00220671.2015.1039422.
  • Chaudhry, A. Q., and H. Javed. 2012. “Impact of Transactional and Laissez Faire Leadership Style on Motivation.” International Journal of Business and Social Science 3 (7): 258–264.
  • Clough, M. P. 2011. “The Story behind the Science: Bringing Science and Scientists to Life in Post-secondary Science Education.” Science & Education 20 (7–8): 701–717. doi:10.1007/s11191-010-9310-7.
  • Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences. 2nd ed. Hillsdale, NJ: Erlbaum.
  • Collaço, C. M. 2017. “Increasing Student Engagement in Higher Education.” Journal of Higher Education Theory and Practice 17 (4): 40–47.
  • Dede, Y., and S. Yaman. 2007. “Examination of Motivation Level of Students Towards Science and Mathematics by Some Variables.” Educational Administration: Theory and Practice 13 (4): 615–638.
  • Demircioğlu, H., G. Demircioğlu, and M. Çalik. 2009. “Investigating the Effectiveness of Storylines Embedded within a Context-based Approach: The Case for the Periodic Table.” Chemistry Education Research and Practice 10 (3): 241–249. doi:10.1039/B914505M.
  • Egan, K. 1986. Teaching as Story Telling. London, Ontario: Althouse Press.
  • Engel, A., K. Lucido, and K. Cook. 2018. “Rethinking Narrative: Leveraging Storytelling for Science Learning.” Childhood Education 94 (6): 4–12. doi:10.1080/00094056.2018.1540189.
  • Ergin, I., U. Kanli, and Y. Ünsal. 2008. “An Example for the Effect of 5E Model on the Academic Success and Attitude Levels of Students’: “Inclined Projectile Motion”.” Journal of Turkish Science Education 5 (3): 47–59.
  • Fadaei, A. S., and C. Mora. 2015. “An Investigation about Misconceptions in Force and Motion in High School.” US-China Education Review 5 (1): 38–45. doi:10.17265/2161-623X/2015.01.004.
  • Goktas, Y., S. Yildirim, and Z. Yildirim. 2009. “Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs.” Journal of Educational Technology & Society 12 (1): 193–204.
  • Gölcük, A. 2017. “The Effect of Science Education that Is Supported by Scientific Stories on Students’ Creativity and Affective Properties.” Master’s Thesis, Hacettepe University, Ankara.
  • Goldston, M. J., J. B. Day, C. Sundberg, and J. Dantzler. 2010. “Psychometric Analysis of a 5E Learning Cycle Lesson Plan Assessment Instrument.” International Journal of Science and Mathematics Education 8 (4): 633–648. doi:10.1007/s10763-009-9178-7.
  • Guido, R. M. D. 2013. “Attitude and Motivation Towards Learning Physics.” International Journal of Engineering Research & Technology 2 (11): 2087–2094.
  • Güler, M. 2017. “The Effect of Goal Orientation on Student Achievement.” In The Factors Effecting Student Achievement, edited by E. Karadağ, 291–307. Cham: Springer.
  • Güler, M. 2019. “A Model Proposal for Developing Teaching Knowledge of Novice Middle-school Mathematics Teachers: Mentoring Practice Program.” PhD diss., Karadeniz Technical University, Trabzon.
  • Güler, M., and D. Çelik. 2018. “Uncovering the Relation between CK and PCK: An Investigation of Preservice Elementary Mathematics Teachers’ Algebra Teaching Knowledge.” Journal of Research in Mathematics Education 7 (2): 162–194. doi:10.17583/redimat.2018.2575.
  • Hadzigeorgiou, Y. 2006. “Humanizing the Teaching of Physics through Storytelling: The Case of Current Electricity.” Physics Education 41 (1): 42–46. doi:10.1088/0031-9120/41/1/003.
  • Hadzigeorgiou, Y., S. Klassen, and C. F. Klassen. 2012. “Encouraging a “Romantic Understanding” of Science: The Effect of the Nikola Tesla Story.” Science & Education 21 (8): 1111–1138. doi:10.1007/s11191-011-9417-5.
  • Hill, C., and L. Baumgartner. 2009. “Stories in Science: The Backbone of Science Learning.” The Science Teacher 76 (4): 60–64.
  • Holland, P.E., R. Clift, M.L. Veal, M. Johnson, and J. McCarthney. 1992. “Linking Preservice and In-service Supervision through Professional Inquiry.” In Supervision in Transition, edited by C. Glickman, 169–184. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Hung, C. M., G. J. Hwang, and I. Huang. 2012. “A Project-based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-solving Competence and Learning Achievement.” Journal of Educational Technology & Society 15 (4): 368–379.
  • Isabelle, A. D. 2007. “Teaching Science Using Stories: The Storyline Approach.” Science Scope 31 (2): 16–25.
  • Jimoyiannis, A., and V. Komis. 2001. “Computer Simulations in Physics Teaching and Learning: A Case Study on Students’ Understanding of Trajectory Motion.” Computers & Education 36 (2): 183–204. doi:10.1016/S0360-1315(00)00059-2.
  • Kahraman, Ö. 2013. “The Effect of Using Teaching Materials Prepared by Digital Storytelling Method at the Engagement of Learning Cycle on Physics Course Achievement and Motivation Level.” PhD Dissertation, Balıkesir University, Balıkesir.
  • Kaynar, D., C. Tekkaya, and J. Çakıroğlu. 2009. “Effectiveness of 5E Learning Cycle Instruction on Students’ Achievement in Cell Concept and Scientific Epistemological Beliefs.” Hacettepe Üniversitesi Egitim Fakültesi Dergisi 37 (37): 96–105.
  • Kiemer, K., A. Gröschner, A. K. Pehmer, and T. Seidel. 2015. “Effects of a Classroom Discourse Intervention on Teachers’ Practice and Students’ Motivation to Learn Mathematics and Science.” Learning and Instruction 35: 94–103. doi:10.1016/j.learninstruc.2014.10.003.
  • Kim, S., and K. Irving. 2010. “History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science.” Science & Education 19 (2): 187–215. doi:10.1007/s11191-009-9191-9.
  • Klassen, S. 2009. “The Construction and Analysis of A Science Story: A Proposed Methodology.” Science & Education 18 (3–4): 401–423. doi:10.1007/s11191-008-9141-y.
  • Klassen, S., and C. F. Klassen. 2014. “Science Teaching with Historically Based Stories: Theoretical and Practical Perspectives.” In International Handbook of Research in History, Philosophy and Science Teaching, edited by M. R. Matthews, 1503–1529. Dordrecht: Springer.
  • König, J., S. Blömeke, L. Paine, W. H. Schmidt, and F. J. Hsieh. 2011. “General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan.” Journal of Teacher Education 62 (2): 188–201. doi:10.1177/0022487110388664.
  • Korur, F., and A. Eryilmaz. 2018. “Interaction between Students’ Motivation and Physics Teachers’ Characteristics: Multiple Case Study.” The Qualitative Report 23 (12): 3054–3083.
  • Kozcu-Cakır, N., and G. Güven. 2019. “Effect of 5E Learning Model on Academic Achievement and Attitude Towards the Science Course: A Meta-analysis Study.” Cukurova University Faculty of Education Journal 48 (2): 1111–1140. doi:10.14812/cufej.544825.
  • Kruse, J. W., and J. Wilcox. 2011. “Using Historical Science Stories to Illuminate Nature of Science Ideas and Reduce Stereotypical Views in a Sixth Grade Classroom.” Paper presented at the Association for Science Teacher Educators International Conference, Minneapolis, January 19–22.
  • Li, Y., and R. M. Lerner. 2013. “Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students.” Journal of Youth and Adolescence 42 (1): 20–32. doi:10.1007/s10964-012-9857-5.
  • Liu, O. L., B. Bridgeman, and R. M. Adler. 2012. “Measuring Learning Outcomes in Higher Education: Motivation Matters.” Educational Researcher 41 (9): 352–362. doi:10.3102/0013189X12459679.
  • Mansfield, M., and C. O’Sullivan. 2011. Understanding Physics. UK: John Wiley & Sons.
  • Martin, D. J. 2000. Elementary Science Methods: A Constructivist Approach. Belmont, CA: Wadsworth/Thomason Learning.
  • MoNE (Ministry of National Education). 2018. Fen bilimleri dersi öğretim programı [Science Teaching Program]. Ankara: MEB Yayınları. http://mufredat.meb.gov.tr/
  • National Academies of Sciences, Engineering, and Medicine. 2016. Science Literacy: Concepts, Contexts, and Consequences. Washington, DC: National Academies Press.
  • Naylor, S., and B. Keogh. 1999. “Constructivism in Classroom: Theory into Practice.” Journal of Science Teacher Education 10 (2): 93–106. doi:10.1023/A:1009419914289.
  • Ornek, F., W. R. Robinson, and M. P. Haugan. 2008. “What Makes Physics Difficult?” International Journal of Environmental and Science Education 3 (1): 30–34.
  • Palmer, D. 2005. “A Motivational View of Constructivist-informed Teaching.” International Journal of Science Education 27 (15): 1853–1881. doi:10.1080/09500690500339654.
  • Pilotti, M., S. Anderson, P. Hardy, P. Murphy, and P. Vincent. 2017. “Factors Related to Cognitive, Emotional, and Behavioral Engagement in the Online Asynchronous Classroom.” International Journal of Teaching and Learning in Higher Education 29 (1): 145–153.
  • Prins, R., L. Avraamidou, and M. Goedhart. 2017. “Tell Me a Story: The Use of Narrative as a Learning Tool for Natural Selection.” Educational Media International 54 (1): 20–33. doi:10.1080/09523987.2017.1324361.
  • Reid-Smith, J. A. 2013. “Historical Short Stories as Nature of Science Instruction in Secondary Science Classrooms: Science Teachers’ Implementation and Students’ Reactions.” Doctoral dissertation, Iowa State University.
  • Roach, L. E., and J. H. Wandersee. 1993. “Short Story Science: Using Historical Vignettes as a Teaching Tool.” The Science Teacher 60 (6): 18–21.
  • Roach, L. E., and J. H. Wandersee. 1995. “Putting People Back into Science: Using Historical Vignettes.” School Science and Mathematics 95 (7): 365–370. doi:10.1111/j.1949-8594.1995.tb15802.x.
  • Rudge, D. W., and E. N. Howe. 2009. “An Explicit and Reflective Approach to the Use of History to Promote Understanding of the Nature of Science.” Science & Education 18 (5): 561–580. doi:10.1007/s11191-007-9088-4.
  • Saeed, S., and D. Zyngier. 2012. “How Motivation Influences Student Engagement: A Qualitative Case Study.” Journal of Education and Learning 1 (2): 252–267. doi:10.5539/jel.v1n2p252.
  • Salehjee, S. 2020. “Teaching Science through Stories: Mounting Scientific Enquiry.” Early Child Development and Care 190 (1): 79–90. doi:10.1080/03004430.2019.1653554.
  • Tao, P. K., and R. F. Gunstone. 1999. “A Process of Conceptual Change in Force and Motion during Computer- Supported.” Physics Instruction.Journal of Research in Science Teaching 37: 859–882. doi:10.1002/(SICI)1098-2736(199909)36:7<859::AID-TEA7>3.0.CO;2-J.
  • Tsybulsky, D. 2018. “Comparing the Impact of Two Science-as-inquiry Methods on the NOS Understanding of High-school Biology Students.” Science & Education 27 (7–8): 661–683. doi:10.1007/s11191-018-0001-0.
  • Uğurel, E. 2018. “The Effect of Differentiated Instruction on Learning Processes in Teaching of Electricity Subject.” Doctoral dissertation, Atatürk University.
  • van Heuvelen, A. 1991. “Learning to Think like a Physicist: A Review of Research Based Instructional Strategies.” American Journal of Physics 59: 891–897. doi:10.1119/1.16667.
  • Watters, J. J., and I. S. Ginns. 2000. “Developing Motivation to Teach Elementary Science: Effect of Collaborative and Authentic Learning Practices in Preservice Education.” Journal of Science Teacher Education 11 (4): 301–321. doi:10.1023/A:1009429131064.
  • Welch, W.W. 1973. “Review of the Research and Evaluation Program of Harvard Project Physics.” Journal of Research in Science Teaching 10 (4): 365–378. doi:10.1002/tea.3660100411.
  • Williams, C. T., and D. W. Rudge. 2019. “Effects of Historical Story Telling on Student Understanding of Nature of Science.” Science & Education 28 (9–10): 1105–1133. doi:10.1007/s11191-019-00073-x.
  • Yakar, Z., and H. Baykara. 2014. “Inquiry-based Laboratory Practices in a Science Teacher Training Program.” Eurasia Journal of Mathematics, Science & Technology Education 10 (2): 173–183. doi:10.12973/eurasia.2014.1058a.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.