Resumo

ADURIZ-BRAVO, Agustín  e  REVEL CHION, Andrea. Narrative thought in science education. Rev. Inter Ação [online]. 2016, vol.41, n.3, pp.691-704. ISSN 0101-7136.  https://doi.org/10.5216/ia.v41i3.41940.

There is still very little research on the contributions of the narrative format to science learning. In this paper, we recognise the need to include this issue in the agenda of science education as a discipline. We discuss some questions available in the literature and we sketch research lines that we consider fruitful to support the uses of narrative in science teaching. We examine some characteristics of narratives from the perspective of linguistics and cognitive science, and we identify possible contributions to science classes: their potential to convey conceptual content of school science, their help to meaningful understanding through relating central ideas in a plot, their positive impact in students' motivation, and the improvement of retention due to its memorability

Palavras-chave : Narratives; Narrative Thinking; Contextualisation; Science Teacher Education.

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