Beruflich Dokumente
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AGNETA BOSTRM
ABSTRACT: This article is based on results from a research project which focused on chemistry teachers and student narratives from lived experience. The purpose was to find a way to make abstract chemistry more meaningful. The project began with six experienced teachers who used narratives and stories as a didactic tool. These narratives stemmed from the teachers individual lived experience and thus were designed differently. Later, interviews with students showed that five adult students and six younger students all appreciated the use of narratives as a meaning-making activity to help them grasp the abstract subject. The most interesting finding was that the students revealed several narratives from their own lives where the theories of chemistry played an important role in explaining events that otherwise had been mysterious to them. Thus the teachers and students showed that the ancient human method of sharing experience through narrative is still alive and useful in chemistry education. KEYWORDS: Case studies, chemical education, context-based learning, curriculum didactic design, meaning-making, narrative, scientific discourse, school subject, story.
This article concerns the school subject chemistry and investigates how the curriculum has changed over time. Some reflection is provided on how school traditions use the scientific discourse in the chemistry curriculum. As the ROSE project (Schreiner & Sjberg, 2004; Schreiner, 2006) shows many students in the western world avoid science programs in school. New teaching approaches have been developed and introduced to provide the student with a context for learning. The Storyline method, Salters approach, and Case Methodology are based on the context of using a narrative thread. In the final part of the paper, I present some narratives stemming from my research, which emphasize how these narratives are interwoven with the chemistry courses taught, thus contributing to the learning that continuously goes on in class. School chemistry and other subjects, are defined in the curriculum and interpreted in local
Interchange, Vol. 39/4, 391413, 2008. DOI 10.1007/s10780-008-9072-1 Springer 2008
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documents and in textbooks. The final design of chemistry takes place in the classroom, where teachers and students encounter and jointly discuss their interpretation of the subject in a process where the thoughts, ideas, and values of the subject are expressed and shared in a narrative discourse. In August 2000, a Russian submarine with a crew of 118 sank in the icy waters of the Barents Sea, as described by CNN.1 A chemistry teacher realised that this dramatic episode, where the crew eventually died, also contained a lot of chemistry related issues. Did the crew die from a lack of oxygen or was it because there was much too high a concentration of carbon dioxide in the atmosphere within the submarine? The teacher, Carl, was happy with the test he had constructed, based on the tragic accident when the nuclear submarine Kursk went down. He designed questions arising from this real life narrative. The students were fascinated by questions about how long the oxygen would suffice. The stoichiometric formulas and the calculations according to the gas laws became a natural part of the narrative. The students enjoyed the test and worked hard with the solutions. Normal air contains 78% nitrogen, 21% oxygen, 1% argon, 0.3% carbon dioxide and some trace amounts of other gases. Human beings breathe oxygen and use it for combustion of food. The waste produced is carbon dioxide. In the enclosed atmosphere within a submarine, oxygen is consumed and carbon dioxide can build up to dangerous levels, if nothing is done to prevent it happening. An electrolysis cell decomposing water to hydrogen and oxygen produces the required oxygen. The hydrogen can be collected in metal sponges, absorbing it as metal hydrides. The oxygen is then collected and compressed. It can thus be bled or sourced into the submarines atmosphere. Carbon dioxide causes no ill effect at a level, below 2%. In higher concentrations, one might develop an inability to breathe (dyspnea), and experience an increased pulse rate as well as dizziness.2 In very high concentrations, it causes convulsions, loss of consciousness, and even death. Therefore the carbon dioxide must be removed on an ongoing basis. This is accomplished by processing the gas with a strong base. Carbon dioxide yields carbonic acid with water and this produces limestone with calcium hydroxide. The limestone is not soluble in basic solution, making it precipitate. All of this chemistry is inherent in the content of the chemistry syllabus in upper secondary school. Combustion reactions, electrolysis, metal hydrides, the gas laws, and
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stoichiometrics must be known, if this chemistry is to be understood. The teacher who used this narrative provided the possibility for this test to be carried out by highly motivated students who, according to him, were excited about the project. The narrative, connected to a well-known event, aroused their interest greatly. Chemistry was set in a useful context and the abstract theories were shown to have great value for human enterprises.
What is a Narrative?
Polkinghorne (1995) summarized the research about narratives or stories. He identified action and event, suggesting that a story or narrative consists of a sequence of events, organised into a whole by means of a plot. A plot is a kind of scheme, by which the meaning of individual events can be understood. The narrative is a special kind of discourse. A discourse can be defined as a form of communication where some aspects are excluded and some are included in a fashion that is governed by rules designed to deliver meaning. Polkinghorne used two simple statements to illustrate his thinking The king died. The prince cried. Isolated on their own, these statements describe two independent events. However, when connected to a story, a new level of relational significance or discursivity is created, characterised by the meaningmaking significance carried, within the plot. In a story the crying of the prince is a reaction to the fathers death and in this way the narrative creates a context for understanding the crying.
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subjects still are Biology, Physics, and Chemistry while late knowledge areas as Biophysics do not exist, writes Selander (2001). Didactics of science could in this context be regarded as a meeting place where the content of knowledge is reflected upon, at the same time as the conditions for learning are illuminated.
School Traditions
The science tacher in secondary school represents the knowledge tradition of her or his area and is often educated only in one academic tradition. The teachers knowledge is transformed and transferred to the next generation via the teachers thoughts and the traditions of the scientific society, and that knowledge is mediated to the students. One element often emphasized in science teaching is that researchers have generally agreed about hypotheses that have been proven to be sustainable under experimental conditions. Knowledge, based on results produced by other methods than those generally accepted, for example narratives or knowledge through experienced practice, are often considered to be unscientific and thus unacceptable by many academically trained teachers, as Duschl (1988) has pointed out. The importance of context for teachers thoughts and actions are described in teacher thought research by Goodson (1992).
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approaches on the spectrum. One holds the view that theoretical school subjects should prepare students for academic studies and therefore teaching should focus on proper science. The other position holds the view that scientific understanding is a civic knowledge, necessary in a democracy. Citizens have the right to be taught science since they are supposed to understand, discuss, and vote in matters concerning environmental issues, nuclear energy, or gene technology. A representative for the latter opinion is Fensham (2000), who in a series of articles and through his actions has pleaded for science for all, asserting that scientific knowledge is a civil right. Sjberg (2000), argued for the same goals, suggesting four primary arguments for each of the scientific subjects in school. The first two stress the instrumental parts of teaching while the last two are orientated toward a more social and cultural view of education. 1) The economic argument: Science is profitable for professional life and education in a technological and science-based society. 2) The utilitarian argument: Science is necessary in order to manage and master every-day life in a modern society. 3) The democratic argument: Scientific knowledge is important in order to be able to hold initiated opinions and hence to be a responsible citizen. 4) The cultural argument: Science is an important part of the human culture. (Sjberg, 2000, p. 161)
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Bruner was to change his opinion radically in later writings. He continued to believe that there was a need for structure for the enhancement of understanding and to ensure that memories are retained. However, he later came to change his mind and took the view that a narrative structure was the most important tool. But the viewpoint had already taken effect, textbooks had been rewritten and future teachers were being told not to use a narrative discourse.3 In the 1980s, when the curriculum reverted toward presenting a knowledge base applicable to all citizens, the case for narratives grew stronger, believed Van Driel (2003). More context-based approaches to curriculum were developed.
Context-Based Approaches
Narratives have been used in approaches aiming at curriculum reform, for example Problem-based learning (PBL), the Salters method, the Storyline approach, Large Context Problems (LCP), or Case studies. These approaches can also be described as being context-based.
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Problem-Based Learning
Skelton and Hammond (1998) reported how the medical curriculum is often approached narratively. This curriculum lends itself well to a narrative approach, given the tradition of storytelling in medicine, and the ability of an individual story to act as the starting-point for problembased study (p. 548). The practice of medicine is considered to be genuinely scientific, making this a good example of interweaving scientific and narrative traditions.
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enlarging it supported by how they can use their imagination, learning that their creativity and argumentation are valuable.
Case Studies
Narratives are also connected to a dynamic area in teaching, namely case studies. Shulman (1992) stated that a case contains a narrative, a story, and a set of events unfolding over time in a particular place. It can include human protagonists but the central figures might also be planets, black holes, or volcanoes changing or evolving over time. These teaching narratives have certain shared characteristics: Narratives have a plot a beginning, middle, and end. They may well include a dramatic tension that must be relieved in some fashion. Narratives are particular and specific. They are not statements of what generally, or for the most part, is or has been. Narratives place events in a frame of time and place. They are, quite literally, local that is, located or situated. Narratives of action or inquiry reveal the working of human hands, minds, motives, conceptions, needs, misconceptions, frustrations, jealousies, and faults. Human agency and intention are central to those accounts. Narratives reflect the social and cultural contexts within which the events occur. (Shulman, 1992, p. 21) This description covers how narrative can be delimited. Case studies are often used in medical education. Stocklmeyer and Gilbert (2003) considered situation, context, and narrative as ingredients in successful chemical education. They discuss informal chemical education, taking place outside the scheduled and structured educational system in schools and universities. When students watch television, read books,
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papers, and journals or visit museums and science centres, the authors claim that learning takes place in three steps: 1) The learner comes into contact with interesting situations. 2) These situations are transformed to a context, where it is possible to create meaning. 3) Learning takes place when the context is connected to a narrative from someones life. Stocklmeyer and Gilbert used popular science books as Selinger (2000), Why the Watermelon Wont Ripen in Your Armpit, Schwarcz (1999) Radar, Hula Hoops and Playful Pigs and Emsley (1998) Molecules at an Exhibition as examples of their thinking. Bennett and Holman (2003) discussed context-based approaches in chemical education. They pointed to a lack of systematic research-based evaluation of these approaches. Many studies, leading to disparate results, have been made. An argument for context-based approaches is a raised motivation, leading to better understanding. It is difficult to do research in the area, claimed the authors, describing the ongoing trend to teach science in a context in the entire spectre of ages from the lower grades in compulsory school to higher levels.
Narrative Meaning-Making
One important contribution of the narratives is their influence on meaning-making; they create a context that makes chemistry meaningful. Turner (1996) claimed that our capacity for narrative imagining must have been beneficial in an evolutionary sense, explaining how it contributes to our human capacity for prediction, evaluation, planning, and explanation. Turner stated that we, who are equipped with human brains, can project image schemes, construct, and execute intricate sequences, and use recognition and imagination when we use our capacity for narrative imagining. We duck when we see someone cock an arm or throw a stone at us because we are predicting; we recognize the beginning sequence of a small spatial story, imagining the rest, and respond. Narrative imagining is our fundamental form of predicting. When we decide that it is perfectly reasonable to place our plum on the dictionary but not the dictionary on our plum, we are both predicting and evaluating. Evaluating the future of an act is evaluating the wisdom of the act. In this way, narrative imagining is also our fundamental form of evaluating.
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When we hear something and want to see it, and walk to a new location in order to see it, we have made and executed a plan. We have constructed a story taking us from the original situation to the desired situation and executed the story. The story is the plan. In this way, narrative imagining is our fundamental cognitive instrument for planning. When a drop of water falls mysteriously from the ceiling and lands on our feet, we try to imagine a story that begins from the normal situation and ends with the mysterious situation. The story is the explanation. Narrative imagining is our fundamental cognitive instrument for explanation. (Turner, 1996, p. 20)
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discourse and contributed to the creation of meaning with school subjects sometimes experienced as being abstract and theoretical by students. With chemistry a symbolic language, expressed by formulas and stoichiometric calculations, is used. Furthermore, abstract concepts, for example, mole, amount of substance, and matter, specific to chemistry are used. Renstrm (1988), Strmdahl (1996), and Tullberg (1998) studied the consequences of these concepts in their dissertations. My experiences from the outside world were brought into my project, which started with the idea of finding out how my teacher colleagues, that did not have the same experience as I did, created meaning in a subject that often was regarded as difficult and abstract. Six chemistry teachers at the upper secondary school level were interviewed, in sequential interviews, as outlined by Lindberg (2003), with an interval of about one year between each of the two interviews. The interviews were designed in an open model inspired by a doctoral course from 2001,6 stemming from reflections presented by Kvale (1996) and Mishler (1986), and complemented with updated texts by Gubrium and Holstein (2003). An inquiry guide, consisting of seven question areas, was elaborated upon and the interviews were conducted as dialogues. During one interview, the dialogue developed into a narrative concerning how the teacher had possessed the ambition to become a teacher since she had been 12 years of age. This narrative explained how she, in spite of formal obstacles, had persisted in her ambition and ultimately succeeded. She had chosen to acquire her chemistry qualification at a technical university and because of this she encountered obstacles when she applied to the teacher education unit. The narrative itself occupied 11 out of 32 pages, of the transcribed interview. A course at the Stockholm Institute of Education, lead by Professor Agneta Linn, entitled Narratives as Tools in the Classroom and in Research, helped me make sense of the role of the narrative. Looking for patterns in the transcripts made me realize that there were many more narratives present than I had first realized. One teacher, together with her students, created a scenario concerning the life cycle of a chocolate bar. Another teacher created a test based on the accident on the nuclear submarine Kursk, in the Barents Sea. The realisation slowly grew on me, that all of the teachers used a narrative discourse as a teaching tool in one fashion or another. Their individual approaches to using narratives were clearly shown to be different. During the following months I analysed the transcripts concurrently formulating a preliminary report. Presenting this, I realized I had found the needle
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in the haystack. Teachers narratives in themselves constituted the meaning-making tools I was primarily searching for. My research focus thus eventually developed into looking at how narratives contribute to chemistry lessons, and connecting this in turn with how chemistry as a subject is actually framed. The narratives originated in the personal experiences of teachers and students encountering one another in class, and were intimately linked to personal experiences. Thus, it has become increasingly important to understand teachers own thinking about his or her work, as is also discussed by Goodson (1992) and Goodson and Sikes (2001).
Students Narratives
I have complemented the interviews with the experienced chemistry teachers by interviews with students. I interviewed five adult students participating in an evening course at a corresponding level to the chemistry course at the upper secondary school. I also conducted one group interview with four students and two interviews with the individual students, all carried out during their final year of upper secondary school. I asked the younger students to think about connections between chemistry and their own experiences in an effort to ascertain their own ideas about the use of narratives in chemistry. A later study was undertaken once I realized that many of the narratives I found resulted from interviewing adults who had longer and more established experiences. I wanted to investigate how narratives told by chemistry teachers, contributed actively to the learning process. The most interesting discovery was that the students contributed to this process with their own narratives from their individual experiences. These individual narratives illustrated and illuminated descriptively chemistry7 events, in the students own experiences, through the application of theoretical chemistry.
Examples
The stories or narratives where chemistry played such an important role constituted a way of making the subject meaningful. Britta stated that the gas laws had a function and a context as in the chocolate bar project. When she and her students realized the giant quantities of gas involved it had been an enormous experience, something which they long remembered. Using the narrative expanded the theory; the gas laws are otherwise difficult to access for many. Students learn it as a paradigmatic equation to put figures into. Brittas narrative about the
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chocolate bar apparently made the law meaningful to students; it was not just a problem for solving in textbooks. Britta was sure that the chocolate narrative had made a difference to their learning. Diana expressed her hopes for meaning-making, underlining that she wanted her students to understand the context. She wanted to give them an overall picture making them see that, it was fun, and interesting and exciting. Also, she wanted them to be able to read articles in journals and understand the content. Diana implemented this aspiration, when teaching science studies. She wanted to integrate science subjects as she felt that separating them disintegrated knowledge. As well, Diana wanted integrated textbooks in science subjects since she saw intimate connections between biology and chemistry and she wanted to elaborate on those in her teaching. She wanted chemistry to be meaningful to all. Fanny was engaged with the issues of peace and the abandonment of nuclear weapons, and was concerned about how to share the limited resources of the earth. Her teaching was permeated with these objectives. To her, chemistry bore so much more meaning than at face value and she felt it was that meaning which made it fun to teach chemistry. Fanny used narratives about the life cycles of the elements and examples from a chemistry exhibition for raising cultural and philosophical questions in class. Gustaf had encountered welding, using protective gases, for example MIG or TIG, and this made chemistry meaningful for him. He drew a comparison with the solution of equations: If the teacher offers good examples, the interest is aroused, you can absorb it. Kristian related narratives from his work particularly making chemistry meaningful by offering explanations. His job involved a situation where theoretical electro-chemistry became alive. In addition to electro-chemistry, environmental aspects, occupational safety, and health issues were involved in Kristians stories. By telling me about these he made me regard the chemistry I teach in a new light, making it more vivid and meaningful. The periodic table is no longer an abstract generalisation it is inhabited by individual and usable metals. Oscar was very specific about how a subject should be taught. He wanted theory to be embedded in a context, for example a narrative. Oscar wanted the teacher to provide a general overview of an area before going into specific details. He felt that if the subject was approached in a different way, it would become meaningless. He was
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arguing for a meaningful way of teaching. Oscar was upset about imaginary numbers that were taught without a context. Narratives helped in learning chemistry by making the subject easier to grasp, more fun and, as Nancy stated, a story was almost like a fairy-tale, enabling one to sustain a good level of concentration for a longer time. I have interpreted these statements as expressions of how narratives help to make chemistry more meaningful.
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The lives of chemistry teachers influence the chemistry taught in class. Teachers lived experience influences their teaching. The teacher Anna tells about the winding path which led to her dream position as teacher. Since she was 12, the only possible career for her was teaching. In her story about an event in her home her capacity as a narrator is evident. When removing limestone from the boiler in their house, her husband had left some of the material for her in the laundry, as he knew that she could use it in her teaching. On seeing it, her first thought was that her teenage son had left a half-eaten sandwich it was somewhat crumbly and floury. The limestone that looked like a sandwich is today kept in the chemistry department where she works, and is used as an example when carbonate chemistry is on the agenda. She also uses the narrative about the sandwich from everyday life in her classroom dialogue. Fannys life is interwoven with her engagement in the issues of peace and the disarmament of nuclear weapons and she is a teacher who talks about higher powers, mentioning God. Fannys interest in chemistry is connected with her concern about sharing the limited resources of the Earth. Her teaching is influenced by this concern and her desire to understand and explain the origin of the universe, the Big Bang, the origin of life, and the first RNA. In her class, long before it was considered proper to discuss life cycles, she had a drawing board full of maps showing where minerals and metals originate, how they are used, and where they go after use. She raised questions concerning how many millions of years it takes before a metal reverts to a mineral ore. Together with her students she visited the chemistry exhibition at the museum of technology. This initiated discussions about cosmetics and why people want to make themselves beautiful, how painting was been used in different cultures to invoke the gods, and how mushrooms were used by early peoples prior to going to war. Fanny wondered how different cultures used chemistry to invoke higher powers. She drew parallels to the physicists of our time, struggling with the expansion of the universe, mysterious dark matter, and finding Higgs particle. She often become philosophical and even religious. It is evident that Fannys personal thoughts are reflexed in her class. These examples show how individual lived experience is interwoven with teaching and the subject that is offered to students in class. Teachers lives and life stories have been studied by Goodson (1992). Issues like life stories and how individuals are constituted are interesting research fields. I connect this to Polkinghornes thoughts (1995) about narrative cognition and its direction toward human action.
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Human action, resulting from interaction between earlier learning and experiences, the present situation, and the purposes and aims of an individual I interpret as a description of the life story.
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or philosophical dialogues. Design tools such as textbooks and the process where the individual teacher chooses and presents her or his subject, and the narratives she or he offers the students, will in this perspective be decisive for how the individual student understands the subject. Thus teachers chemistry narratives become essential for how the subject is shaped in class.
NOTES
1. http://archives.cnn.com/2000/WORLD/europe/08/14/russia.military/ 2. http://www.ccohs.ca/oshanswers/chemicals/chem_profiles/carbon_ dioxide/health_cd.html 3. As described by colleague teachers in oral communication. 4. The following websites give more information about The Story-line method: http://www.storyline-scotland.freeserve.co.uk/news.html http://www.storyline.nu/ http://www.acskive.dk/storyline/ 5. http://www.storyline-scotland.com/jesus.html 6. Course in Interview Methodology led by assistant professor William Pettersson at the Stockholm Institute of Education, 2001. 7. At present in Sweden two chemistry courses are included in the curriculum for the scientific program in upper secondary school. These courses are Chemistry A, containing basic chemistry knowledge concerning atoms, the periodic table, chemical bonding, acids and bases, oxidation and reduction, thermo chemistry and organic chemistry, and Chemistry B encompassing kinetics and equilibrium, more organic chemistry, analytical chemistry, and biochemistry. In the technical program and with some other programs students take Chemistry A. Because marks in the two courses are compulsory for entering higher education such as medicine, biotechnology, and other popular educational lines many students complement their qualifications with adult education.
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Authors Address: s Vuxengymnasium Box 17804 SE-11894 Stockholm SWEDEN EMAIL: agneta-bostrom@comhem.se agneta.bostrom@utbildning.stockholm.se