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ERIC Number: EJ1208681
Record Type: Journal
Publication Date: 2019-Mar
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0926-7220
The Use of Interactive Fiction to Promote Conceptual Change in Science: A Forceful Adventure
Flynn, Simon; Hardman, Mark
Science & Education, v28 n1-2 p127-152 Mar 2019
In recent years, researchers within science education have started to consider the impact of narrative upon teaching and learning in science. This article investigates the possibilities of interactive fiction as a means by which students can be provided with feedback on their understanding in science, and explores the mechanisms which might allow learning from this. Through a review of literature around the use of narrative in science education, we have produced a list of recommendations that might guide the development of interactive fiction within science education. These recommendations are tested through a small-scale study in which an interactive fiction book was written around Newton's laws, and then tested with 27, 16- and 17-year-old chemistry students, eight of whom also study post-compulsory physics. The interactive fiction developed is based upon the well-established Force Concept Inventory and this allowed the analysis of the progression of student understanding. We found that, upon reading the book, there was a significant positive effect size on the understanding of students who do not study advanced physics. The gains for those who do study post-compulsory physics were not statistically significant. The participants' report of enjoyment isĀ also discussed.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A