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ALIS

Associating Literature and the Imaginary with Science: Early Years Education

Total Cost €

0

EC-Contrib. €

0

Partnership

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Project "ALIS" data sheet

The following table provides information about the project.

Coordinator
UNIVERSITY COLLEGE LONDON 

Organization address
address: GOWER STREET
city: LONDON
postcode: WC1E 6BT
website: n.a.

contact info
title: n.a.
name: n.a.
surname: n.a.
function: n.a.
email: n.a.
telephone: n.a.
fax: n.a.

 Coordinator Country United Kingdom [UK]
 Project website http://cientificliteracyblog.wordpress.com
 Total cost 146˙591 €
 EC max contribution 146˙591 € (100%)
 Programme 1. H2020-EU.1.3.2. (Nurturing excellence by means of cross-border and cross-sector mobility)
 Code Call H2020-MSCA-IF-2014
 Funding Scheme MSCA-IF-EF-ST
 Starting year 2016
 Duration (year-month-day) from 2016-02-01   to  2017-07-31

 Partnership

Take a look of project's partnership.

# participants  country  role  EC contrib. [€] 
1    UNIVERSITY COLLEGE LONDON UK (LONDON) coordinator 146˙591.00

Map

 Project objective

Our project fits into the narrative movement in scientific literacy but defends a different position with regard to children’s literature in science. We do not see a division between science and literature but rather a fertile convergence between the construction of a storyline and the activity of scientific “problematization”, a process at the heart of scientific learning. We believe that reading certain fictional narratives offers a conductive environment for engaging young children in scientific questioning. The meaning of the fictional narrative arises from the conflict between the elements of fiction and the elements of reality, between what is within the realms of possibility and what reflects the truth. In contrast, it is through fictional events that natural world phenomena can be questioned. Stories invent a “possible world” which forces the reader back to knowledge of the real world in order to understand it. Following Bruner, we attribute an epistemic aim to some fictional narratives. This project seeks to understand how pupils aged 3-11 years get involved in science within and outside school based on the reading of fictional picture books with the aim of giving teachers the means to develop integrated teaching systems (science and literature): to what extent does reading fictional storybooks lead children to test their representations of the animal world, and more specifically metamorphosis? We will work with a body of “realistic fiction”-type children’s storybooks that bring into play the idea of metamorphosis. We will identify the literary sources to which pupils aged between 3-11 years refer spontaneously when they talk about animal transformations. We will analyse the mechanisms which give rise to the children’s questioning about the metamorphosis of animals as well as comprehending the nature and coherence of this questioning with regard to the stories themselves.

 Publications

year authors and title journal last update
List of publications.
2016 BRUGUIERE, C
Premiers pas vers les sciences
published pages: , ISSN: 2268-7874, DOI:
Cahiers pédagogiques 2019-06-18
2018 BRUGUIERE, C., & TUNNICLIFFE, S
Reading a fictional storybook in a primary science lesson : narrative reasons and scientific reasons
published pages: , ISSN: 0212-4521, DOI:
Enseñanza de las ciencias 2019-06-18
2018 BRUGUIÈRE, C., PERRU, O., CHARLES, F.
The concept of metamorphosis and its metaphors: possible and impossible transformations in the understanding of life and the living. Interpretations of the concept in children’s literature
published pages: , ISSN: 0926-7220, DOI:
Science & Education 2019-06-18
2017 BRUGUIERE, C., & TUNNICLIFFE, S
Reading ‘realistic fiction’ storybooks: a way to engage young children in scientific thinking
published pages: , ISSN: 0036-6811, DOI:
School Science Review 2019-06-18
2018 PERRU, O., CHARLES, F., & BRUGUIERE, C
The platypus : an extraordinary animal for teaching
published pages: , ISSN: 1980-7058, DOI:
Conexão Cîencia 2019-06-18
2016 BRUGUIERE, C., CHARLES, F., CABODI, L., MONIN, S & MOULIN, M
Une lecture scientifique de l’album Mais où est donc Ornicar? : Comment classer l’ornithorynque, un animal a priori inclassable
published pages: , ISSN: 0152-4682, DOI:
Grand N 2019-06-18

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The information about "ALIS" are provided by the European Opendata Portal: CORDIS opendata.

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