Within dialogic discourse, it refers to the degree to which students' views are considered, whether they are simply collected or whether they are compared, contrasted, developed and so forth.
Published in Chapter:
The Use of Storytelling to Promote Literacy Skills in Biology Education: An Intervention Proposal
Tamara Esquivel Martin (Universidad Autónoma de Madrid, Spain), Jose Manuel Pérez Martín (Universidad Autónoma de Madrid, Spain), and Beatriz Bravo Torija (Universidad Autónoma de Madrid, Spain)
Copyright: © 2021
|Pages: 23
DOI: 10.4018/978-1-7998-4697-0.ch009
Abstract
This chapter provides biology teachers with a cell division-based teaching sequence to develop the literacy skills of 10th grade students using the storytelling potential. The objectives are 1) to analyze the design process of this sequence and 2) to examine how it is implemented in two classrooms in terms of a communicative approach. The sequence design is informed by the didactical transposition approach. The authors analyze the transformation of reference knowledge, firstly, into a teaching sequence of four activities organized around authentic issues, such as cancer treatment or reproductive problems, and then, into taught knowledge. The results show that the use of storytelling in design could enhance students' scientific literacy, scientific discourse, and problem-solving competence, as it allows for their greater participation (80-90% of utterances). Interactive approaches (8/10 episodes) predominate in experts-learners discussions, improving students' view of science as a process and not as a closed set of notions.