Embedding active learning in a narrative to teach modern physics: The case of neutron scattering

We have created a course which consists an interactive narrative-based learning game, in which students (14-18 years) are to learn simplified versions of neutron scattering techniques in order to solve problems that are presented to them within the narrative (the game is available at racetospace.eu). The teaching is structured via a web-page (racetospace.eu), and teaching-learning activities are mainly related to students working with virtual neutron scattering experiments (small angle neutron scattering, powder diffraction and imaging) . In the narrative, student take on the role of scientists who are learning about a new technique for analysing materials. They are to use the techniques to aid them in their efforts to establish settlements on Mars, and are faced with different problems to solve during the game. In order to solve the problems, they need to learn the relevant physics.

The reasons behind this narrative approach are based on PER research. Most contemporary teaching approaches rely on students' engagement in group-based teaching-learning activities. However, research shows that students may prefer traditional lecture-based teaching, even if they learn more if the teacher uses contemporary strategies. This problem may be particularly pertinent for physics non-majors. We see the use of narratives as a promising approach for immersing students in physics learning. The poster will provide examples of this from upper secondary classrooms in the context of our learning game.