Abstract
Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students’ lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience.
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Notes
Please note that Linda Hobbs has published previously as Linda Darby.
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Hobbs, L., Davis, R. Narrative Pedagogies in Science, Mathematics and Technology. Res Sci Educ 43, 1289–1305 (2013). https://doi.org/10.1007/s11165-012-9302-5
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DOI: https://doi.org/10.1007/s11165-012-9302-5