Effect of Teacher-Made Narrative Fiction (TMNF) about Covalent Bonding on Students’ Achievement, Retention and Interest
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Dec 11, 2019
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Abstract
To investigate how science narratives affect learning in Grade 9 Chemistry, specifically on covalent bonding, the authors developed a science narrative fiction. Subsequently, this teacher-made narrative fiction (TMNF) was utilized in order to determine its influence on the achievement, retention and interest levels toward covalent bonding and toward Chemistry, in general. A quasi-experimental pre-test/post-test design was utilized. Results showed that the students exposure to the TMNF can increase levels of achievement, retention and interest in learning covalent bonding and towards Chemistry. They also showed that students have a positive perception toward TMNF. It can be concluded that students can benefit from being exposed to TMNF along achievement, retention, and interest levels; and that, the positive perception of the students is indicative of their enthusiasm towards the use of it. TMNF may be adapted in the classroom together with expository texts and other relevant teaching-learning strategies. School heads and administrators may empower science teachers to create their own narratives by providing an avenue for professional development in line with narrative writing which can lead to the creation of a shared resource for the teaching-learning community.
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References
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Unal, S., Ayas, A., & Costu, B. (2010). Secondary school students’ misconceptions of chemical bonding. Journal of Turkish Science Education.
Waugh, A., & Donaldson, J. (2016). Students’ perceptions of digital narratives of compassionate care. Nurse Education in Practice.
Willingham, D.T. (2004). The privileged status of story. American Educator, 28: 43-45.
Woldeamanuel, M., Atagana, H., & Engida, T. (2014). What makes chemistry difficult?. African Journal of Chemical Education, 4(2): 31-43.
Wolfe, M.B., & Mienko, J.A. (2007). Learning and memory of factual context from narrative and expository text. British Journal of Educational Psychology, 77: 541-564.
Young, L.M., & Anderson, R.P. (2010). The use of personal narrative in classroom case study analysis to improve long-term knowledge retention and cultivate professional qualities in allied health students. Journal of Microbiology and Biology Education, 11(2): 107-112.
Aktas, E., & Yurtz, S.U. (2017). Effects of digital story on academic achievement, learning motivation and retention among university students. International Journal of Higher Education.
Ainly, J. (2006). Science learning. Research Developments.
American Chemical Society. (2012). ACS guidelines and recommendations for the teaching of high school chemistry. American Chemical Society. Washington, DC.
Atasoy, B., Kadayifci, H., & Akkus, H. (2003). The misconceptions of students in the 11th grade of high schools as regards chemical bonds and the influence of the constructive approach on the elimination of it. Journal of Turkish Educational Sciences, 1:61-79.
Avraamiduo, L., & Osborne J. (2008). Science as narrative: the story of the discovery of pennicilin. The Pantaneto Forum.
Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18:1-21.
Chall, J., & Stahl, S. (2009). Reading. Microsoft Corporation, Redmond, Washington.
Claus, B. & Kelter, S. 2006. Comprehending narratives containing flashbacks: evidence for temporally organized representations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(5): 1031-1044.
Csikar, E., & Stefaniak, J.E. (2018). The utility of storytelling strategies in the biology classroom. Contemporary Educational Technology, 9(1):42-60.
Department of Education. (2012). K to 12 curriculum guide (Grade 3 to 10). Department of Education. Pasig City.
Department of Education. (2015). Policy guidelines on classroom assessment for the k to 12 basic education program. Department of Education. Pasig City.
Donnelly, J.F. (2004). Humanizing science education. Science & Education, 88(5): 762-784.
Dyer, J.E., & Osborne, E.W. (1995). Effects ofteaching approach on achievement ofagricultural education students with varying learning styles. Proceedings of the 22nd Annual National Agricultural Education Research Meeting.
Goh, N.K., & Chia, L.S. (1992). Students’ learning difficulties on covalent bonding and structure concepts. Singapore Institute of Education. Teaching and Learning.
Iringan, T.C., Bilbao, P.P., Lucido, P.I., & Javier, R.B. (2008). Curriculum development. Lorimar Publishing, Inc.. Quezon City.
Klassen, S. (2009). The construction and analysis of a science story: a proposed methodology. Science Education.
Klassen, S. (2007). The application of historicalnarrative in science learning: the atlantic cablestory. Science and Education.
Kohn, A. (2014). Brain science: the forgetting curve – the dirty secret of corporate training. Learning Solutions. Retrieved May 5, 2019 from https://www.learningsolutionsmag.com/articles/1379/brain-science-the-forgetting-curvethe-dirty-little-secret-of-corporate-train-ing
Kozoll, R.H., & Osborne, M.D. (2004). Finding meaning in science: lifeworld, identity and self. Science Education.
Kumar, R. (2011). Research methodology: a step-by-step guide for beginners. 3rd Edition. Sage. New Delhi.
Metz, D. (2007). We now interrupt the story: mediating student learning using historical stories. Calgary: Ninth International History, Philosophy and Science Teaching Conference.
Metz, D. (2004). Using historical narratives to guide science experimentation. Keszhely: Fifth International Conference for History of Science in Science Education.
Metz, D., Klassen, S., McMillan, B., Clough, M., & Olso, J. (2006). Building a foundation for the use of historical narratives. Wiley Periodicals.
Nathanson, S. (2006). Harnessing the power of story: using narrative reading and writing across content areas. Reading Horizons.
Negrete, A. (2002). Fact via narratives – learning science through literary forms. Ludus Vitales.
Negrete, A., & Lartigue, C. (2010). The science of telling stories: evaluating science communication via narratives (RIRC method). Journal Media and Communication Studies, 2(4): 98-110.
Negrete, A., & Lartigue, C. (2004). Learning from education to communicate science as a good story. Endeavour.
Norris, S.P., Guilbert, S.M., Smith, M.L., Hakimelahi, S., & Phillips, L.M. (2005). A theoretical framework for narrative explanation in science. Wiley Periodicals, Inc.
Oostheok, J. (2007). Teaching science in a humanities context. School of Historical Studies. Newcastle University.
Prins, R., Avraamidou, L., & Goedhart, M. (2017). Tell me a story: the use of narrative as learning tool for natural selection. Educational Media International.
Reuer, M.D. (2012). Back Roads to Learning: The Use of Narratives in High School Biology. Montana State University.
Shinn, Y.H. (1997). Teaching strategies, their use and effectiveness as perceived by teachers of agriculture: a national study. Iowa State University.
Sirhan, G. (2007). Learning difficulties in chemistry: an overview. Journal of Turkish Science Education, 7(2): 3-29.
Taber, K.S. (2002). Alternative conceptions in chemistry: prevention, diagnosis, and cure?. London: The Royal Society of Chemistry.
Terada, Y. (2017). Why students forget – and what you can do about it. Edutopia. Retrieved April 22, 2019 from https://www.edutopia.org/article/why-students-forget-and-what-you-can-do-about-it
Unal, S., Ayas, A., & Costu, B. (2010). Secondary school students’ misconceptions of chemical bonding. Journal of Turkish Science Education.
Waugh, A., & Donaldson, J. (2016). Students’ perceptions of digital narratives of compassionate care. Nurse Education in Practice.
Willingham, D.T. (2004). The privileged status of story. American Educator, 28: 43-45.
Woldeamanuel, M., Atagana, H., & Engida, T. (2014). What makes chemistry difficult?. African Journal of Chemical Education, 4(2): 31-43.
Wolfe, M.B., & Mienko, J.A. (2007). Learning and memory of factual context from narrative and expository text. British Journal of Educational Psychology, 77: 541-564.
Young, L.M., & Anderson, R.P. (2010). The use of personal narrative in classroom case study analysis to improve long-term knowledge retention and cultivate professional qualities in allied health students. Journal of Microbiology and Biology Education, 11(2): 107-112.