Sharing learning through narrative communication

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Sharing learning through narrative communication

I contacted Randy about his book and learned that he is experiencing push back from some quarters, including some scientists. I would like to point out that Randy is not the only person to promote the importance of narrative in science communication. Scheufele, based on a conference held in Washington, D.

So the concept of using narrative structure for science communication is also represented in the respected scientific literature.

Narratives are effective in communicating science to non-experts. Narrative Lab What Randy brings to the discussion is his unique experience as a scientist and his experience with Hollywood.

Scientists can indeed learn from Hollywood. Dahlstrom makes the point that narratives have been shown to a increase comprehension, b increase interest and c increase engagement when communicating science to nonexpert audiences.

Sharing Learning Through Narrative Communication | Lixian Jin -

He summarizes research that shows narratives are easier to comprehend compared with standard logical-scientific communication.

Narrative storytelling increases recall, increases ease of comprehension and shortens reading times. Narrative storytelling is practical and place-based where specific cases can be used to generate generalizations to infer greater truths. Logical-science communication is theoretical and not place-based, with abstract truths that can be inferred across a range of situations.

Storytelling vs Logical-scientific presentation.

Narrative Communication Archives - Emotive Storytelling

Dahlstrom identifies several ethical issues associated with science communication using narrative. One issue is whether the narrative is being used for persuasion vs. Another issue concerns the level of accuracy needed to be maintained within the narrative.

And Dahlstrom believes that the question of whether or not narratives should be used should be reframed as how narratives should be used to communicate science appropriately.

I agree that these ethical considerations are legitimate concerns, but can be surmounted with prudent use of narrative in communicating science. In addition to the PNAS special issue, a couple of iconic academics have linked science and storytelling.

Karl Popperone of the preeminent twentieth century science philosophers and Peter Medawara Nobel laureate for his immunology research wrote about science and storytelling. Karl Popper and Peter Medawar had linked science and storytelling.

Creative Commons There is an example of a great story that we use in Chesapeake Bay that has both narrative as well as a basis in data. Bernie Fowler was born in in Maryland and he went on to become a Maryland State Senator after serving as a Calvert County Commissioner Bernie was a key proponent of a s lawsuit in which the lower Patuxent River counties banded together to sue the upper Patuxent River counties for the pollution that came downstream.

Sharing learning through narrative communication

Bernie is passionate about Chesapeake Bay and he is one hundred percent authentic. So when Bernie said the following: This simple statement is powerful because it has causality pollution reducing water claritytemporality changes observed over time and character larger than life Bernie Fowler.

Several other wade-ins have sprung up in other locations as well. Just wade out in the river, give it all you got Right up to your chest. And then you pick your spot.


Senator Mikulski is less than five feet tall, so she expressed the tongue-in-cheek concern that if water clarity improved in Chesapeake Bay, she could end up drowning, because she would still be able to see her feet when the water was over her head.

She was not far off, because if she had attempted a wade-in this autumn, she would indeed have needed a life preserver.Narrative learning can be affective through both formal settings like a seminar or classroom, and informal settings like a story read to a child or a chat with a good friend.

Within both the formal and informal situations a study was conducted on ten speech and language therapy students to examine the usefulness of narrative communication and learning. This paper examines key aspects of the learning experiences of ten speech and language therapy (SLT) students on clinical placements, as revealed by an analysis of narrative accounts.

Narrative communication in the teaching and learning process is an act of enhancing attention of learners through storytelling.

Scholars have recently focused on the development of narrative approaches to classroom teaching and learning activities so that learners can understand educational experiences. Sharing Learning Through Narrative Communication LHS-4 “ Learning the significance of Effective Communication ” Effective communication is important because it is a root for good relationship building and a fundamental tool for learning.

Thus, sharing learning through narrative communication is itself further learning from the original experience. We show how students evaluate their learning experiences, how their growing confidence is mediated by clinicians and how such narratives are shared in normal student interaction.

Sharing learning through narrative communication De Montfort University Open Research Archive.

Sharing learning through narrative communication - CORE