Teachers as Participant-Narrators in Authentic Data Stories

Autor/inn/en	Giamellaro, Michael; O'Connell, Kari; Knapp, Melinda
Titel	Teachers as Participant-Narrators in Authentic Data Stories
Quelle	In: International Journal of Science Education, 42 (2020) 3, S.406-425 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giamellaro, Michael) ORCID (O'Connell, Kari) ORCID (Knapp, Melinda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1714093
Schlagwörter	Place Based Education; Mathematics Instruction; Teaching Methods; Teacher Attitudes; Scientists; Outcomes of Education; Case Studies; Science Instruction; Story Telling; Elementary School Teachers; Phenomenology; Scientific Concepts + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Scientist; Wissenschaftler; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	This study describes outcomes from a place-based, teacher-scientist partnership intended to support teacher use of authentic data for science and math instruction. Teachers worked with scientists in the field to practice collection and analysis of authentic data. This case study investigated how narrative structure and contextualisation were created and used by teachers to convey meaning from the scientists to students. Participant interviews, focus groups, and researcher notes were qualitatively analysed through production and testing of propositions. The results show that teacher narratives were based heavily on the scientists' narratives as informed by teachers' own field experiences and authentic data. Teachers served as participant-narrators in the narratives rather than central agents, and they used the elements of narrative structure to frame knowledge that is co-constructed by the scientists, teachers, and students. This model of transfer through story is described in detail along with implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01