Exploring Science Teachers' Use of Personification Stories: A Convergent Parallel Mixed Methods Study

The purpose of this convergent parallel mixed methods study was to explore the use of personification stories as an instructional strategy by high school science teachers to inform the creation of a new model for personification storytelling to support science instruction. There are a limited number of models available to science instructors to teach science using personification stories. However, there are multiple highly cited instructional models that outline how science teachers should teach using analogies. This study explained that personification stories are narrative analogies, demonstrating the importance of gleaning from the analogy literature what can best be applied to the instructional strategy of personification storytelling. The research questions that guided the study were: (1.) Which instructional strategies do high school science teachers use to help students effectively learn scientific concepts? Is there a significant difference between science teachers who have been using personification storytelling as a strategy for teaching science and which science subject-matter is their primary area of expertise? (2.) What are high school science teachers' perspectives on the use of personification stories in the classroom? Does the perception that personification storytelling is a good science teaching strategy significantly differ by sex assigned at birth of the science teacher? Does science teacher interest in trying to use personification storytelling to teach abstract scientific concepts significantly differ by the type of school where the teacher is employed? (3.) What factors support the design and implementation of personification storytelling as an instructional strategy in the high school science classroom? To answer these questions, 99 current high school science teachers who had a minimum of one year of U.S. high school science teaching experience completed a Qualtrics online questionnaire entitled High School Science Teachers' Awareness, Use, and Perspectives on Personification Storytelling (TAUPPS). The study results revealed data previously unknown in the literature regarding high school science teachers' perspectives on personification stories as well as insight that can inform the creation of a new model for personification storytelling. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]