Tag Archives: Mark Goldner

Framing Science Learning With Coherent Science Stories

The Stories of Science
Science stories can be compelling vehicles for connecting people to information. When we create overarching story lines for instruction (within a unit, throughout a year of study, or over several years), students are more likely to remember what we teach. Information is more likely to stick because (as cognitive science shows) stories are the basic organizing principle for memory. Compelling stories also engage more of the brain (Berns et al. 2013). Also, students can begin to see the big ideas of science and how they connect across disciplines. Finally, the story lines give students a coherent framework to hang their learning on.

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Facilitating Generative Student-to-Student Talk in the Science Classroom

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The Following is adapted from The Stories of Science: Integrating Reading, Writing, Speaking and Listening into Science Instruction, 6–12 by Janet MacNeil, Mark Goldner, and Melissa London.

Inquiry science entices students to think deeply about what they’re observing and to ask questions. How do we help students develop and deepen those questions as the core of their science stories? One effective way to do this is by facilitating student-to-student discussions, giving them the time and space to explore their ideas and to probe each other’s thinking.

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The Four Essential Elements of Engaging Science Stories

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The Following is adapted from The Stories of Science: Integrating Reading, Writing, Speaking, and Listening into Science Instruction, 6-12

In The Stories of Science, authors Janet MacNeil, Mark Goldberg, and Melissa London describe how many of the elements of good science stories are meant to grab and hold the attention of the audience. (After all, what value is a story with no audience?) As they put it "In the movie The Never Ending Story, a boy reads a magical book and finds himself falling into the fantasy world described by the author. This is exactly what we want the audience to do when they read, hear, or see science stories."

In the book, the authors point to several strategies are used to lure readers into a story (and keep them there). Here are the four essential elements of engaging science stories:

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Why Bring Stories Into The Science Classroom?

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The following is adapted from The Stories of Science: Integrating Reading, Writing, Speaking, and LIstening into Science Instruction by Janet MasNeil, Mark Goldner, and Melissa London

Throughout human history, we have told stories to educate, entertain, and inspire others. The art of telling the stories of science is not that different. However, some people may balk at the idea of telling stories in science—after all, stories are fictional, right? Not really. As Anne E. Greene says in Writing Science in Plain English:

Many scientists see little connection between communicating their science and telling stories. They think of stories as made-up, while science is based on fact. However, to most writers, “story” simply describes a powerful way to communicate information to an audience. Recent research has shown that our brains are wired to recognize stories with a particular structure, one that features characters and their actions, and information presented this way becomes compelling and memorable. Scientists can use these same elements of stories—characters and actions—to write about the real world with the same desirable results. Writing stories about science doesn’t mean making it up or dumbing it down. Rather, we can hang complex ideas on the scaffolding of good, simple stories and make our science as exciting to our audience as it is to us. (2013, 12)

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