Kreativ bearbeiding av en modell gjennom transformasjon og narrativ skriving på mellomtrinnet

Abstract

The article explores how 11-12 year-old pupils in linguistically diverse science classrooms utilize creative visual imaginations and mental models in meaning-making processes about life-cycles in a Bottlegarden. The students wrote narratives while imagining being inside a model (the Bottle-garden). Such transformations allow students to relate personal experiences to abstract scientific processes. Four student-texts are analyzed qualitatively. The tool for analysis is inspired by frameworks of creativity and meaning-making. The narratives revealed variation in the students´ experience with language and text, interests and attitudes. The findings indicate that writing-tasks giving students the opportunity to express themselves in imagined worlds in a scientific context, activates the students´ bodily experiences and emotions. This encourages meaning-making in different layers. The approach also represents a potential for formative assessment.