NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1137041
Record Type: Journal
Publication Date: 2017-Apr
Pages: 6
Abstractor: As Provided
ISSN: EISSN-1756-1108
Teachers' Views on Implementing Storytelling as a Way to Motivate Inquiry Learning in High-School Chemistry Teaching
Peleg, Ran; Yayon, Malka; Katchevich, Dvora; Mamlok-Naaman, Rachel; Fortus, David; Eilks, Ingo; Hofstein, Avi
Chemistry Education Research and Practice, v18 n2 p304-309 Apr 2017
Educational research and policy suggest inquiry as one of the most prominent ways of promoting effective science education. However, traditional approaches towards inquiry learning are not always sufficiently motivating for all learners. The EU-funded project, TEMI--Teaching Enquiry with Mysteries Incorporated, suggests that mysterious scientific phenomena introduced via drama-based pedagogies and showmanship skills could have the potential to engage more students emotionally in science and to entice them to solve the mysteries through inquiry. This paper reports teachers' views on using storytelling in connection with mysteries in the science classroom. The data stem from a case of chemistry teachers' continuous professional development within the TEMI project in Israel. Data were collected from 14 teachers by means of a questionnaire, interviews, observations, and written reflection essays. The case discusses teachers' views on the benefits and difficulties of using story-based science inquiry activities.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A