  Educational research has shown that narratives are useful tools that can help
young students make sense of scientific phenomena. Based on previous research,
I argue that narratives can also become tools for high school students to make
sense of concepts such as the electric field. In this paper I examine high
school students visual and oral narratives in which they describe the
interaction among electric charges as if they were characters of a cartoon
series. The study investigates: given the prompt to produce narratives for
electrostatic phenomena during a classroom activity prior to receiving formal
instruction, (1) what ideas of electrostatics do students attend to in their
narratives?; (2) what role do students narratives play in their understanding
of electrostatics? The participants were a group of high school students
engaged in an open-ended classroom activity prior to receiving formal
instruction about electrostatics. During the activity, the group was asked to
draw 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 individually
about their work. In this paper I present two cases in which students produced
narratives to express their ideas about electrostatics in different ways. In
each case, I present student work for the comic strip activity (visual
narratives), their oral descriptions of their work (oral narratives) during the
interview and/or to their peers during class, and the their ideas of the
electric interactions expressed through their narratives.
