Narrative-based learning : Possible benefits and problems
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- Titel
- Narrative-based learning: Possible benefits and problems
- verantwortlich
- ; ;
- In
- COMM, 34, 2009, 4, S. 429-447
- veröffentlicht
- Erscheinungsjahr
- 2009
- Medientyp
- E-Article
- Datenquelle
- Walter de Gruyter GmbH (CrossRef)
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author_facet |
Glaser, Manuela Garsoffky, Bärbel Schwan, Stephan Glaser, Manuela Garsoffky, Bärbel Schwan, Stephan |
---|---|
author |
Glaser, Manuela Garsoffky, Bärbel Schwan, Stephan |
spellingShingle |
Glaser, Manuela Garsoffky, Bärbel Schwan, Stephan COMM Narrative-based learning: Possible benefits and problems Arts and Humanities (miscellaneous) Communication |
author_sort |
glaser, manuela |
spelling |
Glaser, Manuela Garsoffky, Bärbel Schwan, Stephan 0341-2059 1613-4087 Walter de Gruyter GmbH Arts and Humanities (miscellaneous) Communication http://dx.doi.org/10.1515/comm.2009.026 <jats:title>Abstract</jats:title> <jats:p>This paper addresses the issue of narrative influence on knowledge acquisition in science education. Special characteristics of narratives and of narrative processing are compared to characteristics and processing of traditional expository educational materials. This paper goes beyond the existing literature on processing of media presentations that combine narrative and educational contents. Effects of four distinctive narrative features – dramatization, emotionalization, personalization, and fictionalization – are discussed with regard to their influence on single steps in knowledge acquisition (interest, attention, elaboration, and representation) to explain the superiority of narratives over expository material found in some studies. The need for a model describing the complex relationships between the effects of the single narrative characteristics on knowledge acquisition is proposed.</jats:p> Narrative-based learning: Possible benefits and problems COMM |
doi_str_mv |
10.1515/comm.2009.026 |
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Kunst und Kunstgeschichte Philosophie Technik |
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Walter de Gruyter GmbH, 2009 |
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Walter de Gruyter GmbH, 2009 |
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2009 |
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Walter de Gruyter GmbH |
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COMM |
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49 |
title |
Narrative-based learning: Possible benefits and problems |
title_unstemmed |
Narrative-based learning: Possible benefits and problems |
title_full |
Narrative-based learning: Possible benefits and problems |
title_fullStr |
Narrative-based learning: Possible benefits and problems |
title_full_unstemmed |
Narrative-based learning: Possible benefits and problems |
title_short |
Narrative-based learning: Possible benefits and problems |
title_sort |
narrative-based learning: possible benefits and problems |
topic |
Arts and Humanities (miscellaneous) Communication |
url |
http://dx.doi.org/10.1515/comm.2009.026 |
publishDate |
2009 |
physical |
429-447 |
description |
<jats:title>Abstract</jats:title>
<jats:p>This paper addresses the issue of narrative influence on knowledge acquisition in science education. Special characteristics of narratives and of narrative processing are compared to characteristics and processing of traditional expository educational materials. This paper goes beyond the existing literature on processing of media presentations that combine narrative and educational contents. Effects of four distinctive narrative features – dramatization, emotionalization, personalization, and fictionalization – are discussed with regard to their influence on single steps in knowledge acquisition (interest, attention, elaboration, and representation) to explain the superiority of narratives over expository material found in some studies. The need for a model describing the complex relationships between the effects of the single narrative characteristics on knowledge acquisition is proposed.</jats:p> |
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author | Glaser, Manuela, Garsoffky, Bärbel, Schwan, Stephan |
author_facet | Glaser, Manuela, Garsoffky, Bärbel, Schwan, Stephan, Glaser, Manuela, Garsoffky, Bärbel, Schwan, Stephan |
author_sort | glaser, manuela |
container_issue | 4 |
container_start_page | 429 |
container_title | COMM |
container_volume | 34 |
description | <jats:title>Abstract</jats:title> <jats:p>This paper addresses the issue of narrative influence on knowledge acquisition in science education. Special characteristics of narratives and of narrative processing are compared to characteristics and processing of traditional expository educational materials. This paper goes beyond the existing literature on processing of media presentations that combine narrative and educational contents. Effects of four distinctive narrative features – dramatization, emotionalization, personalization, and fictionalization – are discussed with regard to their influence on single steps in knowledge acquisition (interest, attention, elaboration, and representation) to explain the superiority of narratives over expository material found in some studies. The need for a model describing the complex relationships between the effects of the single narrative characteristics on knowledge acquisition is proposed.</jats:p> |
doi_str_mv | 10.1515/comm.2009.026 |
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finc_class_facet | Kunst und Kunstgeschichte, Philosophie, Technik |
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id | ai-49-aHR0cDovL2R4LmRvaS5vcmcvMTAuMTUxNS9jb21tLjIwMDkuMDI2 |
imprint | Walter de Gruyter GmbH, 2009 |
imprint_str_mv | Walter de Gruyter GmbH, 2009 |
institution | DE-D161, DE-Gla1, DE-Zi4, DE-15, FID-MEDIEN-DE-15, DE-Pl11, DE-Rs1, DE-105, DE-14, FID-BBI-DE-23, DE-Ch1, DE-L229, DE-D275, DE-Bn3, DE-Brt1 |
issn | 0341-2059, 1613-4087 |
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language | English |
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physical | 429-447 |
publishDate | 2009 |
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publisher | Walter de Gruyter GmbH |
record_format | ai |
recordtype | ai |
series | COMM |
source_id | 49 |
spelling | Glaser, Manuela Garsoffky, Bärbel Schwan, Stephan 0341-2059 1613-4087 Walter de Gruyter GmbH Arts and Humanities (miscellaneous) Communication http://dx.doi.org/10.1515/comm.2009.026 <jats:title>Abstract</jats:title> <jats:p>This paper addresses the issue of narrative influence on knowledge acquisition in science education. Special characteristics of narratives and of narrative processing are compared to characteristics and processing of traditional expository educational materials. This paper goes beyond the existing literature on processing of media presentations that combine narrative and educational contents. Effects of four distinctive narrative features – dramatization, emotionalization, personalization, and fictionalization – are discussed with regard to their influence on single steps in knowledge acquisition (interest, attention, elaboration, and representation) to explain the superiority of narratives over expository material found in some studies. The need for a model describing the complex relationships between the effects of the single narrative characteristics on knowledge acquisition is proposed.</jats:p> Narrative-based learning: Possible benefits and problems COMM |
spellingShingle | Glaser, Manuela, Garsoffky, Bärbel, Schwan, Stephan, COMM, Narrative-based learning: Possible benefits and problems, Arts and Humanities (miscellaneous), Communication |
title | Narrative-based learning: Possible benefits and problems |
title_full | Narrative-based learning: Possible benefits and problems |
title_fullStr | Narrative-based learning: Possible benefits and problems |
title_full_unstemmed | Narrative-based learning: Possible benefits and problems |
title_short | Narrative-based learning: Possible benefits and problems |
title_sort | narrative-based learning: possible benefits and problems |
title_unstemmed | Narrative-based learning: Possible benefits and problems |
topic | Arts and Humanities (miscellaneous), Communication |
url | http://dx.doi.org/10.1515/comm.2009.026 |