As one important research finding among others, he states that the unexpected gender neutrality found for many countries in PISA 2000 “to have resulted, at least in part, from a number of the presenting contexts being stories that involved people and science” (Fensham, 2009). Looking more

closely, research has put forward several theoretical and empirical arguments in favor of “context by story”, “narrative contextualization” and similar approaches, and explanations of its potential. These will be reviewed in the following, both for motivation and cognition/learning. Regarding motivation, an essential virtue of stories is the psychological (i.e. subjective) reality and familiarity human beings ascribe to them, from early age on (Mandler, 1987 and Mandler, 2004). Connecting curricular

(e.g. scientific) content with a narrative context (e.g. through NSP) is 20s Proteasome activity supposed to transfer or “inherit” the familiarity of the latter to the former, thus helping to overcome the well-known cold and impersonal image of the sciences. While this is a clear and plausible argument, it has still to be established Thiazovivin order empirically, whether NSP (as a particular form of story based context) are really perceived as motivating by learners. These general theoretical arguments on the “flavor of reality” of narrative contexts can be specified for teaching and learning based on newspapers in terms of several important aspects. Rhoades and Rhoades (1980) have

drawn attention to usefulness as an important factor in the perception of newspapers. This is based on the experience that newspapers are a major source of information on a variety of issues of practical life, from serious (job, health etc.) to more pleasant questions (leisure, fashion, sports etc.). Again, the perception of usefulness is supposed to be transferred from newspapers to teaching and learning based on them. A further potentially important factor emphasized by Rhoades and Rhoades (1980) is fostering the student׳s self-concept as one important component of motivation ( Shavelson et al., 1976 and Hattie, 2009) by offering an opportunity of participation: newspapers enable young people to engage in conversations with adults (and peers), thereby opening up communication, the feeling and the experience of Farnesyltransferase having something to say in various social contexts – a feature fostering a positive self-concept of probably anybody, not only of youths. If this turns out to be true, it would be educationally welcome, as a meta-analysis on science curriculum development performed by Shymansky et al. (1983) has shown that science-related self-concepts are usually hard to improve (positive effects were found on all 18 investigated outcomes except for self-concept). Furthermore Hattie (2009) stated that the hardest area to change was related to learned attributions (e.g.