Why is storytelling important in chemical education? Why are chemical stories important to tell? What are some of the benefits and challenges of storytelling in chemistry education? Will you benefit from chemistry homework help online? Absolutely YES since the experts understand what your teachers need.
Chemistry takes place on both an academic and an emotional level. Chemistry is a very stimulating subject: students often find themselves struggling with equations, excited by new scientific discoveries, wondering how chemistry is applied outside the classroom. On this emotional level, students are often hungry for narratives or stories from teachers that explore chemistry as a human subject. Narratives have several educational benefits in chemistry, including: (1) The creation of a vocabulary for the communication of ideas; (2) The encouragement of students to look at the world with new eyes; and (3) The creation of awareness that historical context is part of science, and many scientific questions are not simple or straightforward. When teachers tell stories in their classes, they allow students to think more deeply about concepts in chemistry, explore new topics from multiple perspectives, and connect chemistry to their outside lives. Storytelling can be a highly effective method for teaching chemistry, both in the classroom and professional development.
One way to use storytelling as an educational tool is to create “personalized textbooks.” These books do not replace the standard textbook, but rather serve as supplements to it. Some teachers are successful at creating personalized textbooks by using stories about their own lives or those of people close to them; for example, one teacher tells about trying to balance a family and career over the course of her life.
Another way to use stories in a chemistry classroom is through “making connections.” Connecting Chemistry to the world is a technique in which students are asked, “How does chemistry affect me?” They are then encouraged to research and explore the material that they find. This approach helps students become more actively engaged in using chemistry in their lives, which makes certain concepts more accessible. The result is that students gain an emotional connection to chemical topics, leading them to understand and retain these topics more easily.
Another way to use personal stories in the classroom is through the “experience of discovery.” In this method, teachers tell stories about when they were first learning about a particular topic in chemistry. They then ask students to compare their discoveries to those of the teacher; students then feel as if they have had a part in discovering something new. This approach helps students see themselves as scientists. Furthermore, students can become more aware of how discovery is not simple, and that research is part of scientific investigation.
Personal stories in chemistry education also allow for the creation of new vocabulary for students to use in understanding scientific concepts. When teachers talk about personal stories, they often describe objects or people in chemistry terms; thus, they help students learn some new vocabulary words. Students can then communicate their ideas more effectively, and the teacher can help students think of new terms for objects and processes.
Another benefit of storytelling is that it encourages students to learn more about a particular topic by familiarizing them with a topic’s basics. In stories, students gain perspective on a topic and an awareness of the different ways in which it can be interpreted or discussed. It is important for students in a chemistry classroom because they are often taught a topic of interest without the context or information from a different perspective. For example, if a student is taking an organic chemistry class, he or she may be interested in how the different functional groups are connected; by talking about the history of this topic through stories, students can learn more about the context and background information for understanding this main idea.