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Abstract Title: Conceptualizing children’s kinetic and potential energy discourse as narratives
Abstract: Energy is an especially fundamental and cross-cutting theme in science, and is a word that students have plenty of ideas about before setting foot in a science classroom. It is crucial that invitations to engage with energy concepts evoke and unpack children's thinking. While developing and pilot-testing a technology to support middle school students in capturing and reasoning about their own physical activities, we noticed that identifying characteristics of narrative reasoning in children's explanations afforded useful insights into their meanings and implications for facilitator followup. Here we analyze episodes from an afterschool group where participants discussed energy transfers and transformations involved in hypothetical and enacted scenarios. We explore how reconceptualizing students' energy talk as narrative reasoning may provide guidance in creating instructional approaches and tools that can help teachers see new possibilities in children's energy ideas.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Victoria Winters
The New York Hall of Science
47-01 111th Street
Corona, NY 11368-2950
Phone: 718.699.0005
Co-Author(s)
and Co-Presenter(s)
Talya Wolf (The New York Hall of Science),
Laura Rodriguez-Costacamps (The New York Hall of Science),
Cornelia Brunner (The New York Hall of Science)