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Abstract Title: Identifying and supporting children's narrative reasoning about physical phenomena
Abstract: Science educators need ways to understand and utilize learners' existing intuitions, interests, abilities, and ways of thinking to promote classroom-wide engagement in sustained scientific inquiry. We consider the role of narrative reasoning in students' descriptions and interpretations of natural phenomena, as informed by our research and development of a digital tool to help children notice physics quantities relevant to their own movement during physical play. We outline salient characteristics of narrative reasoning for interpreting children's science ideas and begin to sketch instructional methods for building on children's narratives to enrich their reasoning about physical phenomena. We describe features of a technology-enhanced curricular approach that support children in constructing and communicating their understandings of physical scenarios in narrative form, and serve to document examples of child-generated narratives about physical phenomena.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

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