Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective

Areej Mawasi, Peter Nagy, Ed Finn, Ruth Wylie

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Boasting a wide range of interactive and engaging features, narrative-based learning has become increasingly popular in educational settings. Narrative-based instructional approaches engage students in a novel set of engaging experiences for educational purposes. Although it is not a new concept, the implications of narrative-based learning for science ethics education are still understudied in the learning sciences. In this paper, we use the concept of educational affordances to describe how educators and learners could utilize narrative-based learning activities for science ethics education. We illustrate our educational framework through the example of Frankenstein200 — a learning experience inspired by Mary Shelley’s 1818 novel Frankenstein. Based on short essays describing students’ perceptions of the Frankenstein200 experience, we propose that narrative-based learning activities afford the development of two distinct mental models: doing responsible science and being a responsible scientist. These mental models can serve as important tools for learners to develop a more concrete and elaborated understanding of science ethics. The framework will help educators create narrative-based learning experiences, activities, and artifacts to support their students’ engagement with science ethics across diverse mediums.

Original languageEnglish (US)
JournalJournal of Science Education and Technology
DOIs
StateAccepted/In press - 2021

ASJC Scopus subject areas

  • Education
  • Engineering(all)

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