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1 October 2017 An Analysis of Storytelling on Student Content Acquisition
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Abstract

Traditionally, science and art are not combined as an instructional method in the undergraduate biology laboratory. This research examined the differences in the construction of biology content knowledge in student work in an inquirybased lab and in an inquiry- and arts-based lab. The qualitative research findings indicated that the students developed deeper understanding of the content knowledge when an arts-based instructional method (storytelling) was included as part of the inquiry-based instruction.

© 2017 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints.
Chrissy J. Cross "An Analysis of Storytelling on Student Content Acquisition," The American Biology Teacher 79(8), 628-634, (1 October 2017). https://doi.org/10.1525/abt.2017.79.8.628
Published: 1 October 2017
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