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ERIC Number: EJ994023
Record Type: Journal
Publication Date: 2012-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-0022-0663
The Role of the Scientific Discovery Narrative in Middle School Science Education: An Experimental Study
Arya, Diana J.; Maul, Andrew
Journal of Educational Psychology, v104 n4 p1022-1032 Nov 2012
In an experimental study (N = 209), the authors compared the effects of exposure to typical middle-school written science content when presented in the context of the scientific discovery narrative and when presented in a more traditional nonnarrative format on 7th and 8th grade students in the United States. The development of texts was controlled so as to isolate the presence of the discovery narrative structure as the independent variable; outcome measures were developed according to the BEAR Assessment framework to be sensitive to a range of levels of understanding of presented information and to focus only on the conceptual material presented in the texts. Students exposed to the scientific discovery narrative performed significantly better on both immediate and delayed outcome measures. These findings are discussed in the context of a larger argument for the inclusion of the scientific discovery narrative in science instruction. (Contains 6 tables, 1 figure and 5 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; United States