NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ924169
Record Type: Journal
Publication Date: 2010-Oct
Pages: 20
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1046-560X
The Stories They'd Tell: Pre-Service Elementary Teachers Writing Stories to Demonstrate Physical Science Concepts
Frisch, Jennifer Kreps
Journal of Science Teacher Education, v21 n6 p703-722 Oct 2010
Preservice teachers enrolled in a science content-based course wrote stories that could help their future students understand a science concept. First, participants chose their topic and wrote the story with few guidelines to establish a baseline. In the next part, a different set of students were given a choice of three topics (based on force, electricity, and heat misconceptions), and collaborated to write stories with guidance from the instructor. Stories were analyzed for narrative and science units, and test scores examined. Without guidance, many students struggled to find ways to integrate science within a story. With guidance, participants wrote stories that included more narrative elements overall, and participants felt the stories helped them understand the concepts.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A