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Educational research has shown that narratives are useful tools that can helpyoung students make sense of scientific phenomena. Based on previous research,I argue that narratives can also become tools for high school students to makesense of concepts such as the electric field. In this paper I examine highschool students visual and oral narratives in which they describe theinteraction among electric charges as if they were characters of a cartoonseries. The study investigates: given the prompt to produce narratives forelectrostatic phenomena during a classroom activity prior to receiving formalinstruction, (1) what ideas of electrostatics do students attend to in theirnarratives?; (2) what role do students narratives play in their understandingof electrostatics? The participants were a group of high school studentsengaged in an open-ended classroom activity prior to receiving formalinstruction about electrostatics. During the activity, the group was asked todraw comic strips for electric charges. In addition to individual work,students shared their work within small groups as well as with the whole group.Post activity, six students from a small group were interviewed individuallyabout their work. In this paper I present two cases in which students producednarratives to express their ideas about electrostatics in different ways. Ineach case, I present student work for the comic strip activity (visualnarratives), their oral descriptions of their work (oral narratives) during theinterview and/or to their peers during class, and the their ideas of theelectric interactions expressed through their narratives.

Making Sense of Physics through Stories: High School Students Narratives about Electric Charges and Interactions