Narrative Curriculum Research Articles

Conceptualizing the nomadic habitus: a Mexican–American educator’s journey towards the construction of a narrative curriculum

Conceptualizing the nomadic habitus: a Mexican–American educator’s journey towards the construction of a narrative curriculum

Storied reflections: Development of a longitudinal interdisciplinary curriculum to improve patient-provider communication.

This article details the development of an interdisciplinary graduate medical education (GME) narrative curriculum. Descriptive statistics were conducted for the narrative session surveys. Two separate qualitative analyses were conducted. First, content and thematic analyses of the open-ended questions in the survey using NVIVO software occurred. Second, an inductive analysis of the participants' 54 stories was performed to identify unique themes not related to the prompt topics. Quantitative survey results demonstrated that 84% of learners' felt the session benefited their personal or professional sense of wellbeing and resilience, 90% of learners believed the sessions aided in their ability to listen more effectively, and 86% of learners could apply what they practiced or witnessed. Qualitative analysis of survey data showed learners focused on patient care and listening. Thematic analysis of participants' narratives revealed strong feelings and emotions, struggles with time management, increase in self- and other-awareness, and challenges managing job-life balance. The longitudinal interdisciplinary Write-Read-Reflect narrative exchange curriculum is cost-effective, sustainable, and demonstrably valuable to learners and their program directors across multiple disciplines. The program was designed for 4 graduate programs' learners to simultaneously experience a narrative exchange model to improve patient-provider communication, support professional resilience, and deepen relationship-centered care skills.

Implementing a College Service-Learning Model to Increase Music Appreciation and Narrative Skills of Students with Intellectual Disability

We developed and applied a Music and Narrative Curriculum for a college community service-learning course in a special education classroom of a local secondary school. The development of the curriculum stemmed from the music appreciation courses taught at a university. The curriculum consisted of three instructional phases, each with three core literacy. This article presents how to implement an eighteen-week general music education course, including classroom training and four intervention music lessons in a special education classroom at a university.

Promoting narrative CVs to improve research evaluation? A review of opinion pieces and experiments

Abstract As the academic community has become increasingly concerned about the drifts of research evaluation, mostly researchers’ evaluation, because of the overreliance on metrics, many expert groups have made recommendations to improve the way researchers should be evaluated. In this study, we focus on the recommendation to use narrative curriculum vitae (CVs). We review 28 opinion pieces and 7 experiments to better understand what a narrative CV can refer to, and to explore whether the narrative function that is specific to this kind of CV is proving effective in response to the concerns raised by evaluation practices. A close reading of these documents reveals the conceptual basis of the narrative CV and the problems it is intended to solve; we propose five commonly reported features of the narrative CV: avoid lists, contextualize achievements, fight metrics, enlarge the spectrum of contributions taken into consideration and foster diversity and inclusion. But the promoters of the narrative CV pay little to investigate how the narrative feature itself can lead to any benefits. However, the feedback collected from both applicants and evaluators is quite positive. Regardless of whether it is justified or not, the enthusiasm aroused by the implementation of this new type of CV undeniably has the advantage of opening up the debate, raising awareness and calling to question the bad practices and biases that exist in the researchers’ assessment processes. The narrative nature of the CV is, in the end, just a pretext for raising interest and working towards the adoption of good practices.

Adapting a Narrative Curriculum to a Remote Format in the Context of Socially Distanced Middle School Education Resulting from COVID-19

This paper describes the development of two versions of an NGSS-aligned principles of engineering design unit for use in middle schools. By employing a narrative framework that can help students to connect more deeply with the human contexts and consequences of the engineering design process, our goal was to enhance students’ cognitive and emotional engagement in the learning of engineering design concepts. We first detail the design of an initial version of the unit, titled The Survivorama, which used narrative to enrich a primarily traditional, in-person teaching approach. We then describe the adapted version of the unit, titled the Molasses Disaster, and the modifications we made to the stories and transmedia story elements that facilitated the creation of a fully remote version of the unit. To investigate questions related to the effectiveness of the remote curriculum in sustaining student engagement in the remote context, we carried out a mixed-methods study that looked at (1) teachers’ characterizations of the effect of the curriculum on student engagement and (2) student learning outcomes as measured by performance assessment tasks. Qualitative analysis of teacher interviews supported the notion that teachers found both versions of the curriculum to be highly engaging for their students, though with some important caveats regarding younger students and students who were less literate. Quantitative analysis comparing 2019 and 2020 student response data for students in the 2019 nontreatment, 2019 treatment, and 2020 treatment groups found statistically significant differences in the pattern of responses for both problem-solving and conceptual drawing performance assessment tasks. The pattern of responses supported the inference that student engagement was similar for students in both the 2019 in-person context and the 2020 remote context, and that both differed significantly from the 2019 nontreatment group.

Exploring Learning Effectiveness of Narrative Curriculum in Guiding Design Concepts for Southeast Asian Students

Owing to the active promotion of Taiwan's New Southbound Policy, students from Southeast Asian countries account for the highest proportion of international students. However, in their communication in Mandarin Chinese, there exists a significant disparity in their understanding. Thus, this study was conducted to find a way to enhance the comprehension and creativity of Southeast Asian students using a narrative curriculum to a basic graphic design course. The questionnaire survey and analysis results of student performance showed that the integration of the narrative curriculum into teaching had positive effects on their learning effectiveness. An increase in the vocabulary of the students was observed in design concepts, and their visual thinking showed diverse perspectives. This approach stimulated students’ integrative thinking abilities, reduced their apprehension of design tasks, and boosted their confidence in design projects.

Antologia de um currículo: notas esquizoanalíticas para cartografar narrativas seriadas

Abstract Inspired by the lines of force of Gilles Deleuze and Félix Guattari’s philosophies of difference, this article explores some schizoanalytical notes for the cartography of a curriculum of a cultural artifact. From the contributions of post-critical theories and their connections with the field of cultural studies, we understand serialized narratives as a curriculum. The text operates, in its stylistics, through an (auto)-fictional elaboration, bringing takes narrated by the Mapmaker, a character who presents some methodological notes of our cartographic investigation from fragments of his memories. The argument explored is that the constitutive lines of the curriculum of serialized narratives have presented a multiplicity that makes it understandable as an “anthological curriculum,” allowing us to visualize its control regions, derived from the state apparatus, and its contagion zones, typical of war machines. In this sense, the “anthological curriculum” is produced in the clash between the hard, flexible, and escape lines that compose it. Our conclusion is that the different ways in which we become ourselves and the different subject positions we assume throughout life are at stake in this artifact. Thus, we believe that the serialized narrative curriculum, by triggering lines of escape, opens spaces for other exits, providing less normative reasoning for subjects crossed by gender and sexuality dissidences.

A Narrative Curriculum Using the Primary Literature to Teach Biochemistry

The interdisciplinary field of biochemistry and molecular biology (BMB) is expansive, and the pace of scientific discovery is dizzying. This makes teaching the entirety of BMB - even in three semesters - nearly impossible. Instead, BMB education has moved to competencies over content coverage, as enumerated in ASBMB's Foundational Concepts and Skills and in AAAS's Vision and Change. Focusing on a checklist of competencies can still lead students to learning a collection of disparate facts rather than integrating this knowledge across domains. The second-year Biochemistry course at Juniata College uses acetylcholine neurotransmission as a central narrative from which content is constructed. Beginning with texts from the 1700s, students work in groups to iteratively interrogate primary scientific literature by (i) developing specific questions, (ii) using resources to find answers to those questions, (iii) communicating those answers with the peers in their team, and (iv) using the answers to interpret data and figures. In the process, students teach themselves core biochemical concepts interwoven with mathematics, physiology, chemistry, and physics and set in cultural and historical context. Here, I present evidence that this social constructivist approach leads to gains in inclusivity and self-efficacy with respect to teamwork, curiosity, and scientific literacy. Moreover, the approach has led to several collaborative projects, including translations of 19th-century texts from German and French to English. The design of this course stretches BMB education beyond the limits of traditional content acquisition and into new and exciting ways of engaging students and encouraging them to take control of their own education.

É possível uma Educação em Ciências crítica em tempos de negacionismo científico?

Neste artigo, debatemos o negacionismo científico como uma ressignificação atual para antigas rejeições ao papel da ciência, indicando seu enraizamento ideológico num amplo movimento conservador que assola a contemporaneidade e é movido velozmente pelas redes sociais. Construímos nossa argumentação aceitando a provocação de Bruno Latour (2020) segundo a qual poderíamos ter “errado na dose” em nossas críticas à ciência e desfigurado a crítica a uma ciência positivista e empiricista ao divulgar seus meandros. Para isso, revisitamos algumas das significativas contribuições da produção em Educação em Ciências para encontrar pistas que nos levassem a inquirir mais fortemente em que medida o reforço à crítica teria contribuído para disseminar uma visão que fragilizasse a confiança na ciência. Em especial, indagamos se nossos esforços em afirmar a dúvida como constitutiva do processo de produzir o conhecimento científico teriam dado sinais de que a validade do conhecimento seria questionável. Essa incursão resultou na necessidade de reafirmar a não alienação dos sujeitos nas dinâmicas educativas, de modo a torná-los mais conscientes dos limites da ciência e mais alertas acerca da complexidade das pressões sociais que produzem o negacionismo. Concluímos apostando nas possibilidades do currículo narrativo (GOODSON, 2019) para enfrentamento das fragilidades dos processos educativos que separam as vidas dos estudantes dos processos de aprendizagem. Ao secundarizar as alternativas de integrar conteúdos científicos com outros saberes e formas de expressão humanas, as finalidades educativas correm o risco de reforçar ações performáticas que continuam a produzir exclusão.

The effects of STEAM-based mobile learning on learning achievement and cognitive load

ABSTRACTIn order to explore whether STEAM education in combination with elementary school curriculums can help students' learning performance, this study developed a digital learning system. This digital learning system combined STEAM concepts with elements of gamebased learning. This study developed the curriculum content based on the unit of transportation vehicles and presented it in a digital learning manner. In the experiment, the students were divided into an experimental group and a control group. The experimental group students were given the system developed in this study to assist their learning, and the control group students the lecturer-centered narrative curriculum. The study results show that the experimental group was superior to the control group in learning effectiveness. In the aspect of cognitive load, the cognitive load generated by the experimental group in their learning activities was also lower than that of the control group. By classifying students according to their learning styles, the visual type students had better learning effectiveness than the verbal type students when learning through the system developed by this graduate institute. As for the sequential type and global type students learning with the system developed, there were no significant differences in their learning effectiveness.

Development of Christian Curriculum Based on the Narrative Curriculum Model of Lauritzen and Jaeger

Development of Christian Curriculum Based on the Narrative Curriculum Model of Lauritzen and Jaeger

Meanings and Effects of Narrative Curriculum Implementation in Teacher Learning Community

Meanings and Effects of Narrative Curriculum Implementation in Teacher Learning Community

Teacher's experience and young children's language development on early childhood narrative curriculum for teacher collaboration

본 연구는 교사 간 협력 통한 내러티브 중심 교육과정 실행에서 교사의 경험 및 유아의 언어능력에 미치는 영향을 분석하였다. 연구 목적을 위해 혼합연구방법론을 적용하는 과정에서, 내러티브 중심 유아교육과정 실행 경험에 대한 교사 면담분석과 유아의 언어 능력 변화를 동시에 살펴보았다. 연구결과는 다음과 같다. 첫째, 교사의 협력은 새로운 나를 발견하는 시간, 함께 의미를 구성하는 시간, 아이들의 이야기에 귀 기울일 수 있는 시간으로 그 의미가 발견되었다, 둘째, 교사 협력의 경험은 유아의 언어발달에 유의미한 영향을 미친 것으로 나타났다. 따라서 교사 협력을 통한 내러티브 중심 교육과정의 실행은 교사의 교육과정 이론 구성과 유아의 언어 발달에 있어 유의미한 과정임을 확인할 수 있었다.

A preliminary study on the narrative medical curriculum for clinical medicine postgraduates

Objective To establish a scientific and rational narrative medical curriculum standards for clinical medicine postgraduates to improve their medical humanistic quality. Methods On the basis of literature review and group discussion, the standards of narrative medical curriculum for postgraduates majoring in clinical medicine were preliminarily constructed, and the Delphi method was used to evaluate and screen the indicators. An expert consultation questionnaire was drawn up for 40 selected experts to finalize the curriculum standards for narrative medicine. The small-scale teaching practice was carried out in post-graduates of the Department of Hepatobiliary Surgery in Southwest Hospital of Chongqing, and the problems in the process of teaching implementation were collected. Results Experts' opinions tended to be consistent after two rounds of consultation. Finally, the study confirmed a theoretical and practical narrative medical curriculum which consisted of introducing narrative medicine theory, reading narrative medicine related books, watching the medical narrative film and television works, and writing the narrative medical records. Through the small-scale teaching practice, we collected a variety of problems, for which, we sorted out and analyzed, and finally put forward the improvement scheme. Conclusion The narrative medical curriculum for clinical medicine postgraduates is reasonable, which can lay the foundation for the promotion of clinical medical postgraduates' medical humanistic quality and doctor-patient communication ability, and accelerate the popularization of narrative medicine idea in our country. Key words: Clinical medicine degree; Postgraduates; Narrative medical curriculum; Humanistic care

이야기에서 질문 찾기 : 내러티브 접근에 기반한 문학수업

This study aims to explore the possibility of question based instruction based on the narrative approach. To achieve the goal, two studies were conducted. First, the necessity of narrative education and question based instruction is examined from the viewpoint of evolutionary psychology and pedagogy. Second, based on the theoretical basis, I designed the poetry class of high school literature course directly. To do this, used Carol Lauritzen and Michael Jaeger’s narrative curriculum design template. The process of designing is done in the order of 'considering basic goal and achievement goal', 'selecting narrative context', and 'generating inquiry question'.

Ways of knowing: Implications of writing curriculum in an early childhood classroom

ABSTRACTEarly childhood writing curriculums typically focus on skills and encouraging interest. What children are asked to write is rarely closely examined. Through a self-study of my first and second grade classroom, in this paper I look at the implications of genre when teaching young children. I first identify some of the problems of a popular personal narrative curriculum and then showcase the ways that fiction can be more empowering for my students.

Theoretical Possibility and Critical Review of the Bruner's Narrative Curriculum

Theoretical Possibility and Critical Review of the Bruner's Narrative Curriculum

Lived Experiences and Visual Storytelling in Rural Korean Students

This study aims to explore the lived experiences of rural students in Korea in words and visual images using Photovoice. Three sessions were conducted over one month in 2014 with six elementary students. Data was collected by student photovoice in their life. Spiral data analysis was used for analyzing the data. The following results were obtained. First, conducting an expression activity class using photo voice involves a process of practicing, reflecting, and observing class, and learned knowledge that comes into one's life through the completion and organization of photovoice. Exploration through questions led students to make creative expressions through movement. Photovoice, which was made as the class was organized, made students “review” those photos that were not seen in the context. As a result, the expression activity design of the narrative curriculum allowed movement-oriented expression activities to promote intellectual growth and enable students to make diverse and creative self-expressions. Second, students learned this through practice and the experience of using photo voice. As they sought knowledge in everyday life on their own by talking with other people and discussing the developed photos, they began to derive meaning from them. Photovoice proved to be an activity through which one can realize an expression activity through the quest for knowledge in daily life. Thus, the narrative curriculum's expression activity established a link between the knowledge learned in school and students’ lives.

Excellent Learning Experience through Narrative Curriculum

Excellent Learning Experience through Narrative Curriculum

실천전통 교육관에 근거한 내러티브 교육과정 설계의 가능성 탐색

This study aims to explore the direction of design for narrative curriculum of 'The social practices-based education'. In chapter 2, this study addresses the theoretical criteria for social practices, social practices-based education and narrative curriculum and identifies their characteristics. In chapter 3, the association between social practices and narrative curriculum is identified through a study on the relation between social practices and narrative curriculum. In chapter 4, this study investigates the 5 steps of designing narrative curriculum's templet proposed by C. Lauritzen and M. Jaeger (1997), based on which this study intends to explore the direction of design for narrative curriculum.