Fiction excerpts increased engagement and interest particularly among students who typically underachieved in science¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who engaged most and gave the most thoughtful contributions during discussions were typically those who had struggled or achieved in the lower quartile throughout the year. → Randy K Yerrick 2017

Evidence¶

Randy K Yerrick 2017¶

Randy K Yerrick, Tiffany Simons. (2017). The Affordances of Fiction for Teaching Chemistry. Science Education International, Volume 28, Issue 3. https://www.stemedu.org/science-education-international/

q2 · i? · causal · r1

Teacher observation and reflective journal data from the intervention classroom: the first author observed that lower-quartile students offered the best contributions while higher-achieving students were less enthusiastic and asked more concrete questions. The authors attribute this partly to the cross-disciplinary nature of the excerpts or renegotiated discourse norms.

"the insertion of fiction excerpts increased the interest of students who have typically underachieved in science and not regularly participated in open conversations about content."

Discussion¶

Related Claims¶

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• Supplementing chemistry instruction with fiction excerpts produced no statistically significant difference in post-assessment achievement compared with traditional instruction — related
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