Embodiment and asynchronous storytelling in science classrooms

Abstract

ABSTRACT Background In science education asynchronous online interactions have increased dramatically during the recent pandemic and some of these practices will stay. One of the characteristics in asynchronous exchanges is the spacing and sequencing of online interaction. It means that dialogue partners do not necessarily receive immediate feedback as is the case in a face-to-face exchange. This article presents student produced stories in science education as part of asynchronous activities. When we communicate experiences with the world through stories, we also convey embodied information. The question arises what role the body may play in such exchanges. Purpose The article explores the role embodiment plays in science education when communication takes place asynchronously, specifically when students are tasked to share their science explorations with others. Sample Three examples (primary, secondary and tertiary science education) are presented. Data were ethnographically collected that include fieldnotes, videos (including video observations), photos, interviews, student and teacher prepared materials. Design and methods Using a storytelling method, the article presents how the materiality of the online asynchronous environment affords embodiment. Storytelling as a method was chosen to give participants a voice. Results Embodiment played an important role in all three examples. It helped students to share how they conducted experiments for others to follow or share their experiences or impressions about scientists’ work. Embodiment expressed students’ emotions associated with the topics that were presented. Embodiment personalized the students’ productions and was a deliberate choice for sharing information about inquiring about star constellations, e-mobility or the nature of scientists’ practices. Discussion In asynchronous online dialogue students can reflectively share through their stories how they perceive and inhabit the world. Embodiment plays an important part of meaning making and as exemplified here, allows to show and share understanding.