Student-generated Digital Media in Science Education: Learning, explaining and communicating content PDF
Preview Student-generated Digital Media in Science Education: Learning, explaining and communicating content
STUDENT-GENERATED DIGITAL MEDIA IN SCIENCE EDUCATION Student-generated Digital Media in Science Education supports secondary school teachers, lecturers in universities and teacher educators in improving engagement and understanding in science by helping students unleash their enthusiasm for creating media within the science classroom. Written by pioneers who have been developing their ideas in students’ media making over the last 10 years, it provides a theoretical background, case studies and a wide range of assignments and assessment tasks designed to address the vital issue of disengagement amongst science learners. It showcases opportunities for learners to use the tools that they already own to design, make and explain science content with five digital media forms that build upon each other – podcasts, digital stories, slowmation, video and blended media. Each chapter provides advice for implemen- tation and evidence of engagement as learners use digital tools to learn science content, develop communication skills and create science explanations. A student team’s music video animation of the Krebs cycle, a podcast on chemical reactions presented as commentary on a boxing match, a wiki page on an entry in the periodic table of elements and an animation on vitamin D deficiency among hijab-wearing Muslim women are just some of the imaginative assignments demonstrated. Student-generated Digital Media in Science Education illuminates innovative ways to engage science learners with science content using contemporary digital technologies. It is a must-read text for all educators keen to effectively convey the excitement and wonder of science in the twenty-first century. Garry Hoban is Professor in the Faculty of Social Science at the University of Wollongong, Australia. Wendy Nielsen is Senior Lecturer in the Faculty of Social Science at the University of Wollongong, Australia. Alyce Shepherd is a PhD candidate in the Faculty of Social Science at the University of Wollongong, Australia. ‘This timely and innovative book encourages us to “flip the classroom” and empower our students to become content creators. Through creating digital media, they will not only improve their communication skills, but also gain a deeper understanding of core scientific concepts. This book will inspire science academics and science teacher educators to design learning experi- ences that allow students to take control of their own learning, to generate media that will stimulate them to engage with, learn about and become effective communicators of science.’ Susan Jones and Brian F. Yates, Australian Learning and Teaching Council Discipline Scholars for Science ‘Represents a giant leap forward in our understanding of how digital media can enrich not only the learning of science but also the professional learning of science teachers.’ Tom Russell, Queen’s University, Ontario, Canada ‘This excellent edited collection brings together authors at the forefront of promoting media creation in science by children and young people. New media of all kinds are the most culturally significant forms in the lives of learners and the work in this book shows how they can move between home and school and provide new contexts for learning as well as an understanding of key concepts.’ John Potter, London Knowledge Lab, Department of Culture, Communication and Media, University College London, UK STUDENT-GENERATED DIGITAL MEDIA IN SCIENCE EDUCATION Learning, explaining and communicating content Edited by Garry Hoban, Wendy Nielsen and Alyce Shepherd First published 2016 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2016 G. Hoban, W. Nielsen and A. Shepherd The right of the editor to be identified as the author of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Student-generated digital media in science education : learning, explaining and communicating content / edited by Garry Hoban, Wendy Nielsen and Alyce Shepherd. pages cm 1. Science—Study and teaching. 2. Creative thinking—Study and teaching. 3. Media programs (Education) 4. Digital media. I. Hoban, Garry F. (Garry Francis), 1953- editor. II. Nielsen, Wendy (Wendy S.), editor. III. Shepherd, Alyce, editor. Q181.S8284 2015 502.85′67—dc23 2015004294 ISBN: 978-1-138-83382-1 (hbk) ISBN: 978-1-138-83383-8 (pbk) ISBN: 978-1-315-73519-1 (ebk) Typeset in Bembo by Swales & Willis Ltd, Exeter, Devon, UK Every new academic needs a Garry, I raise my JS to you! CONTENTS List of figures x List of tables xii Notes on contributors xiii Preface xviii PART I Twenty-first-century science education 1 1 Promoting engagement in science education 3 Wendy Nielsen 2 The case for student-generated digital media assignments in science courses 13 Will Rifkin and Amelia Hine 3 Researching science learning through student-generated digital media 25 Garry Hoban PART II Implementation in science discipline and science teacher education courses 37 Podcast 39 4 Creative podcasting in chemistry: A case study 41 Emma Bartle viii Contents Digital story 55 5 Using digital stories to teach communication in the science curriculum 57 Emily Purser 6 Stories and narratives: Using digital stories to learn science 68 Pauline Ross Video 81 7 Video interviews in science and engineering for professional perspectives 83 Julian M. Cox 8 Video blogs: A vehicle to support student-generated representations and explanations in chemistry 95 Gwen Lawrie 9 Student-generated videos for inquiry-oriented projects in environmental science 108 Gerry M. Rayner 10 Student-generated dynamic worked examples as videos to enhance learning in STEM 122 Iouri Belski and Regina Belski 11 Students’ use of digital video in contemporary science teacher education 136 Matthew Kearney, Kimberley Pressick-Kilborn and Peter Aubusson Slowmation 149 12 Developing pedagogical knowledge of pre-service science teachers using slowmation as a shared experience 151 Stephen Keast and Rebecca Cooper 13 Pre-service teachers’ use of slowmation: Developing transformative learning 166 Gillian Kidman Contents ix 14 Learner reflections on the use of slowmation as a tool for creating effective explanations in a science teacher education program 176 Ruth Amos and Sandra Campbell Blended media 195 15 Using blended media as a pedagogical tool for science learning in the USA 197 Dennis Jablonski 16 Multimedia production to promote an understanding of health literacy and communicate health messages 211 Karma Pearce 17 Musical explanations: Using blended media for learning biochemistry 225 Jessica Vanderlelie PART III Predictions for student-generated digital media 239 18 Future trends for student-generated digital media in science education 241 Alyce Shepherd Index 251
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