[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599859-105":59,"doc-detail-599859-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-utility-of-storytelling-strategies-in-the-biology-classroom","The Utility of Storytelling Strategies in the Biology Classroom","","Conveying scientific information with high intrinsic cognitive load to students is challenging because learners often lack the schema needed to integrate complex content in a comprehensive way. This study examines whether storytelling can present high-load material meaningfully in anatomy and physiology courses at a community college. A post-test-only quasi-experimental design compared a storytelling-based treatment group with a control group using formative and distal assessments and a critical thinking task. Results indicate storytelling is as effective as control instruction and supports conveying complex science.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-utility-of-storytelling-strategies-in-the-biology-classroom/599859/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-utility-of-storytelling-strategies-in-the-biology-classroom/599859.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is communicating high-load scientific information challenging for students?","Question",{"text":112,"@type":113},"Students often lack the prior schema to integrate information comprehensively, which can lead to misunderstanding or dismissal.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was storytelling evaluated in the study?",{"text":117,"@type":113},"The study used a post-test-only quasi-experimental design comparing a storytelling-based treatment group with a control group using formative quizzes, distal multiple-choice questions, and a critical thinking exercise.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about storytelling as an instructional strategy?",{"text":121,"@type":113},"Storytelling was as effective as the control group’s instructional methods and may help convey complex scientific information in ways students can incorporate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599859,1792647299,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Utility of Storytelling Strategies in the Biology Classroom  \nElizabeth Csikar & Jill E. Stefaniak  \nOld Dominion University, United States  \nAbstract  \nConveying scientific information with high intrinsic cognitive load to students is a challenge.  \nOften, students do not have the existing schema to incorporate the information in a comprehensive manner. One method that has shown promise is storytelling. Storytelling has been successfully used to convey public health information to non-experts. Therefore, it was of interest to determine whether storytelling could be used in the classroom to present information with high intrinsic load to students in a meaningful manner. This study used a post-test only quasi-experimental study design to explore the utility of storytelling as an instructional strategy in anatomy and physiology classes at a community college. Students in the treatment group received instruction that used storytelling to present examples of application. Both control and experimental groups were assessed through the use of aproximal formative quiz, distal multiple-choice questions, and a novel critical thinking exercise administered after the instruction. Results suggest that storytelling was as effective as the instructional methods delivered to the control group. These findings suggest that storytelling may be used as a means to convey complex scientific information in the classroom.  \nKeywords: Storytelling; Instructional strategies; Instructional context; Problem-solving  \nIntroduction  \nStudies have shown that one of the major problems in communicating scientific information to students is the use of methodology that places the material out of cognitive reach resulting in a high intrinsic cognitive load (Avraamidou & Osborne, 2009; Brownell, Price, & Steinman, 2013; Bubela et al., 2009; Dahlstrom, 2014) . Because much of the science that is being communicated has very little resemblance to everyday experiences, students have a difficult time constructing the necessary schemata to incorporate the information. Information is either misunderstood or dismissed since it does not fit existing schemata (e.g. the difficulty students have understanding evolution because it does not fit into a religious world view) . One compensation technique for a lack of understanding is the rote memorization of facts. Unfortunately, memorization of individual facts isolates understanding and hampers the transfer of knowledge to novel situations (González, Palencia, Umaña, Galindo, & Villafrade M, 2008; Plomer, Jessen, Rangelov, & Meyer, 2010) .  \nStorytelling has been explored as a way to bridge the gap between facts and understanding. Many of the empirical research exploring comprehension and storytelling in the sciences has looked atthe use of narratives in public health campaigns (Betsch, Ulshöfer, Renkewitz, & Betsch, 2011; Hopfer, 2012; Mazor et al., 2007) . Typically, scientists communicate their findings to students and  \nthe public the same way that they communicate their findings with their peers: data and statistics. While data driven decision making may be the norm in academia and business, there is evidence that among educated individuals (i.e. non-scientists) the presentation of statistical information is found confusing (Dahlstrom, 2014) . In fact, studies have shown that the use of narratives is more persuasive than the presentation of statistical facts (Betsch et al., 2011; Hopfer, 2012; Mazor et al., 2007), and narratives may counteract the information given in statistical form (Betsch et al., 2011) . In other words, information presented in narrative form is more compelling and believable than statistical evidence.  \nUnfortunately, storytelling is understudied and underutilized in higher education particularly in the sciences (Kokkotas, Rizaki, & Malamitsa, 2010; Krupa, 2014; Olson, 2015) . One reason may be that storytelling is not seen as a scientifically rigorous topic or methodology to present information.","cbCaik5DfluTsohM","https://ap.wps.com/l/cbCaik5DfluTsohM","pdf",481146,"English","# Abstract\n# Introduction\n# Purpose of the Study","[{\"question\":\"Why is communicating high-load scientific information challenging for students?\",\"answer\":\"Students often lack the prior schema to integrate information comprehensively, which can lead to misunderstanding or dismissal.\"},{\"question\":\"How was storytelling evaluated in the study?\",\"answer\":\"The study used a post-test-only quasi-experimental design comparing a storytelling-based treatment group with a control group using formative quizzes, distal multiple-choice questions, and a critical thinking exercise.\"},{\"question\":\"What were the main findings about storytelling as an instructional strategy?\",\"answer\":\"Storytelling was as effective as the control group’s instructional methods and may help convey complex scientific information in ways students can incorporate.\"}]","The Utility of Storytelling Strategies in the Biology Classroom | PDF",1792089574,48]