This document discusses using story-based teaching methods in science and mathematics education. It argues that storytelling can help children acquire new knowledge by linking stories to concepts. The document recommends engaging children in group learning, discussions, and hands-on workbooks. It also discusses contemporary issues in STEM/STEAM education and the teacher's role in seeking knowledge through stories. Overall, the document promotes using stories to teach science and math concepts in an active and collaborative way.

1. Title: Story-based teaching in Science &
Mathematics
Kay Yong, Khoo BSc.(MU); MSc.(ITE) (HKU); EdD(HKU)

2. Discussions
How children
come to know
new
knowledge
Story Telling &
Linking to
Knowledge
Classroom’s
group learning
and discussions
The
contemporary
issues
The ideas of
STEAM
Teacher’s role
to seek
knowledge in
stories
Children’s
workbooks

5. The Activity Theory (Engestrom, 1987)Pedagogy

6. The framework for enacting viewing skills to acquire new knowledge (Kay Yong, 2016)
Content
Knowledge
Attention  Perception  Concept formation Memory Learning

8. STEM or STEAM

11. This points to a disparity between the skills that worker have and those that
employers need. In order to succeed in the information age, students need to
develop 21st century skills, particularly the higher order thinking skills. This
aspect of education must start from a very young age (Costello, 2013).

12. In many preschool programs and kindergartens, young children are engaged in filling
out worksheet, reading from flash cards, or reciting numbers in rote fashion.
But just because young children can do those things, in a normative sense, is not
sufficient justification for requiring them to do so.
The developmental question is not “What can children do?” Rather, it is “What should
children do that best serves their development and learning in the long term?

13. The process of the learning and not the product that matters!

14. Soon after Edison revealed his earth-shattering
invention, a French reporter asked, “Mr. Edison,
how did it feel to fail 999 times?” As the story
goes, Thomas Edison just smiled and replied,
“Young man, I have not failed 999 times. I have
simply found 999 ways how not to create a
light bulb.”
Engineering

15. Art /Creative & Divergent thinking

16. Science /Come to know…

17. It is important to
remember that technology did not begin in the digital age.
People have been inventing and using tools for millennia, and we continue to use these simple
devices in our daily life.
Technology…

18. ..engages students by
1. Creating the learning environment where the problem-solving situation emerges from the
interactions/involvement of the participants(learners).
2. Allowing young learners to involve in non-routine problem-solving processes with their choice
of methods.
3. Putting them in a group. In this learning environment, students need to negotiate and apply
new strategies repeatedly with the objective being the advancement of their competency in
addition and subtraction problem solving (Boaler & GReeno, 2000; Stahl, Rosé, & Goggins,
2011).
4. Making the steps visible to the learners. Collaboration on a challenging problem cannot be
automatically initiated within groups. The utilisation of the process of negotiation to seek the
new knowledge (i.e., the correct strategies) must be made visible to the learners during their
collaborative efforts.
Mathematics…

19. COGNITIVE ASSOCIATIVE AUTONOMOUS
3 STAGES OF LEARNING
Reference:
Fitts, P. M., & Posner, M. I. (1967). Human performance.
2 31

20. The training outputs of the children
• Speak in scientific
manners.
• Work
independently.
• Demonstrate the criteria of
STEAM.
• Work and communicate
in group.
• Gain appropriate
living skills.

21. Some ideas in setting
your mathematics
worksheets

25. Add a good story plot to
learn mathematics -1

32. Add a good story plot to
learn mathematics-2

39. Add a good story plot to learn
Science (recyclable items)-1

53. Add a good story plot to learn
Science (recyclable items)-1

60. References:
Engeström, Y., Miettinen, R., & Punamäki, R. L. (1999). Perspectives on activity theory.
Cambridge University Press.
Kay Yong, K. (2016). Enacting app-based learning activities with viewing and representing
skills in preschool mathematics lessons. In D. Churchill, J. Lu, T. K. F. Chiu, & B. Fox (Eds.),
Mobile Learning Design: Theories and Applications. Hong Kong: Springer.