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    Jan David

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    Jan David

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    Jonathan L. Magalong
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    article in education

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    JAN DAVID (1)

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    article in education

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    2 views2 pages

    Jan David

    Uploaded by

    Jonathan L. Magalong
    article in education

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    © All Rights Reserved
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    Download as docx, pdf, or txt
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    Engaging Students in Science: The Potential

    Role of “Narrative Thinking” and “Romantic


    Understanding”

    Jan David B. Paragas


    Teacher I
    Leet Elementary School
    Santa Barbara II, Pangasinan I

    Science has always been difficult for However, teaching science presents a
    instructors and students to teach and learn in the difficult task for educators because, apart from
    classroom. On the one hand, students find it giving students the chance to develop scientific
    difficult to comprehend science (as content, understanding, they also need to primarily engage
    inquiry, and process skills) since it requires a and motivate students with science, its concepts,
    construction process that is time-consuming, equations, laws, and laboratory skills. For it is
    labor-intensive, complex, and iterative rather than evident that comprehension cannot genuinely
    linear. occur without some kind of interaction. The initial
    Constructivist-oriented research conducted engagement with science appears to be a
    in the 1980s and 1990s demonstrated an important prerequisite for understanding and long-term
    implication of this construction process: students learning, even though a certain level of
    can construct alternative ideas that deviate from understanding may very well inspire children to
    the canonical scientific ideas, in addition to a learn. Furthermore, it goes without saying that
    conceptual framework that lacks the coherence of student motivation to learn does not equate to a
    true scientific knowledge. Additional implications grasp of science, particularly science subject.
    that were found include the fact that a number of Therefore, one could very well speak of a
    interrelated factors, including students' preexisting dual difficulty when it comes to science
    ideas about the nature of science, their motivation instruction in schools: how can pupils be involved
    and interest, the classroom culture, the with the subject matter while simultaneously
    opportunities for social interaction, dialogue, and creating the possibility of actual scientific
    argumentation, the creation of representations (for understanding? By concentrating on the potential
    the use of modeling and analogies), the chance for of two concepts, "narrative thinking" and
    cognitive dissonance and conceptual change, and "romantic understanding," there are two ways to
    the ability to apply new knowledge to new engage with science content learning. However,
    situations, all have an impact on the construction let's first examine the engagement problem, which
    process. is essential to both the teaching and learning
    process and the understanding of science.
    Engaging Students in Science: The Potential Role of “Narrative Thinking” and “Romantic
    Understanding” Jan david B. Paragas Teacher I Leet Elementary School Santa Barbara II, Pangasinan I
    Science has always been difficult for instructors and students to teach and learn in the classroom. On
    the one hand, students find it difficult to comprehend science (as content, inquiry, and process skills)
    since it requires a construction process that is time-consuming, labor-intensive, complex, and iterative
    rather than linear. Constructivist-oriented research conducted in the 1980s and 1990s demonstrated an
    important implication of this construction process: students can construct alternative ideas that deviate
    from the canonical scientific ideas, in addition to... (only first 800 chars shown)

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