Written Reconstruction of School Scientific Experiments: The Use of Narratives in Secondary Chemistry Education

Roxana Jara; Cristian Merino; Marcela Arellano; Gisselle Inzunza; Miriam Satlov; Agustín Adúriz-Bravo

doi:10.1007/978-3-030-45344-2_11

Written Reconstruction of School Scientific Experiments: The Use of Narratives in Secondary Chemistry Education

Roxana Jara, Cristian Merino, Marcela Arellano, Gisselle Inzunza, Miriam Satlov, Agustín Adúriz-Bravo

INSTITUTE OF CHEMISTRY

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

In this chapter, we present an implementation of scientific narratives in a chemistry laboratory in secondary school; those narratives were directed to improving students’ learning outcomes in the topic of oxidation-reduction reactions. The aims of our study were: characterizing the written narratives that students produced, and categorizing different ‘types’ of narratives related to the ways in which they approached the reconstruction of the emerging scientific knowledge. As a result, we expected to identify the application of various ‘cognitive-linguistic’ skills in the narratives. Students conducted a series of school science experiments following the guide of a worksheet of standard protocols. Once the lab activity was completed, students were asked to write an interpretive text that became an integral part of their laboratory reports. Our analysis on the narratives showed that many students approached the written reconstruction of the experiments in a ‘descriptive’ way, but other modes were also present.

Original language	English
Title of host publication	Education and Technology in Sciences - 1st International Congress, CISETC 2019, Revised Selected Papers
Editors	Klinge Orlando Villalba-Condori, Agustín Aduríz-Bravo, Jari Lavonen, Lung-Hsiang Wong, Tzu-Hua Wang
Publisher	Springer
Pages	128-140
Number of pages	13
ISBN (Print)	9783030453435
DOIs	https://doi.org/10.1007/978-3-030-45344-2_11
State	Published - 2020
Event	1st International Congress on Education and Technology in Sciences, CISETC 2019 - Arequipa, Peru Duration: 10 Dec 2019 → 12 Dec 2019

Publication series

Name	Communications in Computer and Information Science
Volume	1191 CCIS
ISSN (Print)	1865-0929
ISSN (Electronic)	1865-0937

Conference

Conference	1st International Congress on Education and Technology in Sciences, CISETC 2019
Country/Territory	Peru
City	Arequipa
Period	10/12/19 → 12/12/19

Keywords

Lab work
Narratives
Redox reactions
Secondary school chemistry
Written reconstruction of experiments

Access to Document

10.1007/978-3-030-45344-2_11

Cite this

Jara, R., Merino, C., Arellano, M., Inzunza, G., Satlov, M., & Adúriz-Bravo, A. (2020). Written Reconstruction of School Scientific Experiments: The Use of Narratives in Secondary Chemistry Education. In K. O. Villalba-Condori, A. Aduríz-Bravo, J. Lavonen, L-H. Wong, & T-H. Wang (Eds.), Education and Technology in Sciences - 1st International Congress, CISETC 2019, Revised Selected Papers (pp. 128-140). (Communications in Computer and Information Science; Vol. 1191 CCIS). Springer. https://doi.org/10.1007/978-3-030-45344-2_11

Jara, Roxana ; Merino, Cristian ; Arellano, Marcela et al. / Written Reconstruction of School Scientific Experiments : The Use of Narratives in Secondary Chemistry Education. Education and Technology in Sciences - 1st International Congress, CISETC 2019, Revised Selected Papers. editor / Klinge Orlando Villalba-Condori ; Agustín Aduríz-Bravo ; Jari Lavonen ; Lung-Hsiang Wong ; Tzu-Hua Wang. Springer, 2020. pp. 128-140 (Communications in Computer and Information Science).

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abstract = "In this chapter, we present an implementation of scientific narratives in a chemistry laboratory in secondary school; those narratives were directed to improving students{\textquoteright} learning outcomes in the topic of oxidation-reduction reactions. The aims of our study were: characterizing the written narratives that students produced, and categorizing different {\textquoteleft}types{\textquoteright} of narratives related to the ways in which they approached the reconstruction of the emerging scientific knowledge. As a result, we expected to identify the application of various {\textquoteleft}cognitive-linguistic{\textquoteright} skills in the narratives. Students conducted a series of school science experiments following the guide of a worksheet of standard protocols. Once the lab activity was completed, students were asked to write an interpretive text that became an integral part of their laboratory reports. Our analysis on the narratives showed that many students approached the written reconstruction of the experiments in a {\textquoteleft}descriptive{\textquoteright} way, but other modes were also present.",

keywords = "Lab work, Narratives, Redox reactions, Secondary school chemistry, Written reconstruction of experiments",

author = "Roxana Jara and Cristian Merino and Marcela Arellano and Gisselle Inzunza and Miriam Satlov and Agust{\'i}n Ad{\'u}riz-Bravo",

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Jara, R , Merino, C, Arellano, M, Inzunza, G, Satlov, M & Adúriz-Bravo, A 2020, Written Reconstruction of School Scientific Experiments: The Use of Narratives in Secondary Chemistry Education. in KO Villalba-Condori, A Aduríz-Bravo, J Lavonen, L-H Wong & T-H Wang (eds), Education and Technology in Sciences - 1st International Congress, CISETC 2019, Revised Selected Papers. Communications in Computer and Information Science, vol. 1191 CCIS, Springer, pp. 128-140, 1st International Congress on Education and Technology in Sciences, CISETC 2019, Arequipa, Peru, 10/12/19. https://doi.org/10.1007/978-3-030-45344-2_11

Written Reconstruction of School Scientific Experiments: The Use of Narratives in Secondary Chemistry Education. / Jara, Roxana ; Merino, Cristian; Arellano, Marcela et al.
Education and Technology in Sciences - 1st International Congress, CISETC 2019, Revised Selected Papers. ed. / Klinge Orlando Villalba-Condori; Agustín Aduríz-Bravo; Jari Lavonen; Lung-Hsiang Wong; Tzu-Hua Wang. Springer, 2020. p. 128-140 (Communications in Computer and Information Science; Vol. 1191 CCIS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Written Reconstruction of School Scientific Experiments

T2 - 1st International Congress on Education and Technology in Sciences, CISETC 2019

AU - Jara, Roxana

AU - Merino, Cristian

AU - Arellano, Marcela

AU - Inzunza, Gisselle

AU - Satlov, Miriam

AU - Adúriz-Bravo, Agustín

PY - 2020

Y1 - 2020

N2 - In this chapter, we present an implementation of scientific narratives in a chemistry laboratory in secondary school; those narratives were directed to improving students’ learning outcomes in the topic of oxidation-reduction reactions. The aims of our study were: characterizing the written narratives that students produced, and categorizing different ‘types’ of narratives related to the ways in which they approached the reconstruction of the emerging scientific knowledge. As a result, we expected to identify the application of various ‘cognitive-linguistic’ skills in the narratives. Students conducted a series of school science experiments following the guide of a worksheet of standard protocols. Once the lab activity was completed, students were asked to write an interpretive text that became an integral part of their laboratory reports. Our analysis on the narratives showed that many students approached the written reconstruction of the experiments in a ‘descriptive’ way, but other modes were also present.

AB - In this chapter, we present an implementation of scientific narratives in a chemistry laboratory in secondary school; those narratives were directed to improving students’ learning outcomes in the topic of oxidation-reduction reactions. The aims of our study were: characterizing the written narratives that students produced, and categorizing different ‘types’ of narratives related to the ways in which they approached the reconstruction of the emerging scientific knowledge. As a result, we expected to identify the application of various ‘cognitive-linguistic’ skills in the narratives. Students conducted a series of school science experiments following the guide of a worksheet of standard protocols. Once the lab activity was completed, students were asked to write an interpretive text that became an integral part of their laboratory reports. Our analysis on the narratives showed that many students approached the written reconstruction of the experiments in a ‘descriptive’ way, but other modes were also present.

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KW - Narratives

KW - Redox reactions

KW - Secondary school chemistry

KW - Written reconstruction of experiments

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DO - 10.1007/978-3-030-45344-2_11

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AN - SCOPUS:85084990072

SN - 9783030453435

T3 - Communications in Computer and Information Science

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BT - Education and Technology in Sciences - 1st International Congress, CISETC 2019, Revised Selected Papers

A2 - Villalba-Condori, Klinge Orlando

A2 - Aduríz-Bravo, Agustín

A2 - Lavonen, Jari

A2 - Wong, Lung-Hsiang

A2 - Wang, Tzu-Hua

PB - Springer

Y2 - 10 December 2019 through 12 December 2019

ER -

Jara R , Merino C, Arellano M, Inzunza G, Satlov M, Adúriz-Bravo A. Written Reconstruction of School Scientific Experiments: The Use of Narratives in Secondary Chemistry Education. In Villalba-Condori KO, Aduríz-Bravo A, Lavonen J, Wong L-H, Wang T-H, editors, Education and Technology in Sciences - 1st International Congress, CISETC 2019, Revised Selected Papers. Springer. 2020. p. 128-140. (Communications in Computer and Information Science). doi: 10.1007/978-3-030-45344-2_11

Written Reconstruction of School Scientific Experiments: The Use of Narratives in Secondary Chemistry Education

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