New Perspectives in Science Education
Narrative-based Inquiry Pathways: Engaging Young Learners with the Science of Everyday Phenomena
Antonella Sanna, Ministero dell’Istruzione e del Merito – Equipe Formative Territoriali (Italy)
Abstract
This contribution presents an innovative STEM education project, designed for young students (aged 5-13)and grounded in hands-on laboratory exploration integrated with narrative-based storytelling. The approach combines science, technology, engineering, and mathematics through a coherent framework featuring two fictional characters who act as guides, companions, and motivators throughout the inquiry process. These characters introduce real-world situations drawn from everyday experiences— such as states of matter, simple chemical reactions, forces, motion, and properties of materials—and lead children to pose questions, predict outcomes, and collaboratively design simple experiments, fostering inquiry and problem-solving skills. The use of storytelling supports meaning-making and engagement, aligning with Bruner (1990) theory of narrative as a cognitive and motivational tool, and with contemporary evidence that storytelling in STEM contexts can foster integrated cross-disciplinary
learning (Barchas-Lichtenstein, Sherman, & Voiklis, 2023). The project emphasizes hands-on experimentation and tangible exploration, reflecting Resnick et al.’s (2000) principles of transparency and aesthetic engagement in scientific investigation. Digital tools, including tablets and data-collection
apps, are embedded to document findings and integrate qualitative and quantitative evidence.
Preliminary observations highlight increased curiosity, improved ability to explain phenomena in their own words, and greater willingness to test, revise, and communicate ideas. By combining STEM content, storytelling, hands-on activities, digital tools, and inquiry-based thinking, the project
demonstrates how accessible STEM pathways can be created for young learners through meaningful, playful encounters with the science present in their daily lives.
Keywords: STEM; Storytelling; Hands-on; Digital; Inquiry.
REFERENCES
[1] Bruner (1990)
[2] Resnick et al. (2000)
[3] Barchas-Lichtenstein, Scherma & Voiklis (2023)
