"Science Stories" as a Facilitator of Teacher and Student Inquiry in Palestinian Elementary Classrooms

• In Event: 33.037 - Crossing Borders of Reflection and Inquiry: Strengthening Early Science Education in Palestinian and U.S. Classrooms

Abstract

Compulsory education has always been a concern for Palestinian educators. The Ministry of Education has taken a number of actions to achieve remarkable strides, but these actions are often hampered by the political and social difficulties. This collaborative, cross-national teacher inquiry project intended to enhance the capacity of inquiry of compulsory school science teachers and students in Palestine and the U.S. This study investigated the impact of writing narrative stories on revealing students' deep understanding of scientific concepts. This study also explored the impact of teachers' documentation and reflection on modifying, developing, and exploring new ideas for the purpose of improving the quality of teaching and learning in science classrooms.

Education in Palestine is facing enormous challenges, including lack of adequate facilities, serious shortages of well trained teachers, "chalk and talk" methods of teaching, and many others (Alkhawaldeh, 2010). Narrative story writing was implemented to promote a culture of inquiry among science teachers and students and to generate new methods and techniques about teaching and learning (Norris et al., 2005).

This study was implemented with students from fourth and fifth grades from the three Palestinian schools. Six teachers, specialized in different scientific fields, participated. Students were asked to write stories about science concepts explained by the teachers and elaborated in science textbooks.

Qualitative data collection methods included classroom observation, video recordings, focus group, analysis of students’ stories, and analysis of teachers’ documentation/ reflection, and field notes from the teachers, the students and the supervisor. Data were analyzed for emerging patterns and themes in teachers’ ideas about student learning.

Findings revealed that stories allowed students to revise and revisit the concepts they studied in class. They played a pivotal role in revealing students’ deep understanding or misunderstanding and in developing other literacy skills. Students faced some challenges in writing science stories, however. Different story structures and narrative techniques facilitated students’ understanding. The main forms were dialogues and argumentative dialogues. Students’ stories did not deviate from the style of discourse of their daily life. The cultural influence on the way students wrote about the science concepts clearly appeared in many stories.

The findings also indicated that apart from fun and enjoyment of writing science stories, they were an effective tool for improving and developing teachers' interests and skills in action research for improving science teaching. Teachers were engaged in highly reflective teaching processes that helped them realize the importance of using new methods in their classrooms. This project was an opportunity for teachers to engage in ongoing professional development through the process of inquiry.

The research has important implications for improving Palestinian elementary education and professional growth by linking teacher reflection with understanding the inquiry nature of science education. Palestinian teachers need more support to develop their instructional practices and to enhance their students’ understanding of the inquiry nature of science. Further research will examine if this approach leads to lasting change in science teaching.

Author

• Majida Dajani, Al-Eman Schools and Al-Quds Open University