Student-generated Digital Media in Science Education: Learning, explaining and communicating content

Description

"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 experiences 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." Professors 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." Professor 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." Dr John Potter, London Knowledge Lab, Dept. of Culture, Communication and Media, University College London, UK 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 implementation 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 21st century. STUDENT-GENERATED DIGITAL MEDIA IN SCIENCE EDUCATION-FRONT COVER STUDENT-GENERATED DIGITAL MEDIA IN SCIENCE EDUCATION TITLE PAGE COPYRIGHT CONTENTS FIGURES TABLES CONTRIBUTORS PREFACE PART I : Twenty-first-century science education CHAPTER 1: PROMOTING ENGAGEMENT IN SCIENCE EDUCATION The leaky pipeline New approaches to science teaching and learning Engagement and student-generated media References CHAPTER 2: THE CASE FOR STUDENT- GENERATED DIGITAL MEDIA ASSIGNMENTS IN SCIENCE COURSES Introduction What counts as new media? University science, graduate attributes and authentic assessment Perceptions of new media pioneers and early adopters Conclusions Acknowledgements References CHAPTER 3: RESEARCHING SCIENCE LEARNING THROUGH STUDENT-GENERATED DIGITAL MEDIA Background Why get students to create digital media explanations in university assignments? Theoretical framework for science learning through media making Possible research projects References PART II: Implementation in science discipline and science teacher education courses PODCAST OVERVIEW CHAPTER 4: CREATIVE PODCASTING IN CHEMISTRY: A case study Context Implementation Discussion References DIGITAL STORY OVERVIEW CHAPTER 5: USING DIGITAL STORIES TO TEACH COMMUNICATION IN THE SCIENCE CURRICULUM Context The science curriculum Communication and language growth by design Digital stories Implementation Educational process Discussion Conclusion References CHAPTER 6: STORIES AND NARRATIVES: Using digital stories to learn science Context What is a story? Implementation Discussion Conclusion References VIDEO OVERVIEW References CHAPTER 7: VIDEO INTERVIEWS IN SCIENCE AND ENGINEERING FOR PROFESSIONAL PERSPECTIVES Context Implementation Discussion References CHAPTER 8: VIDEO BLOGS: A vehicle to support student-generated representations and explanations in chemistry Context Theoretical basis Implementation Discussion References CHAPTER 9: STUDENT-GENERATED VIDEOS FOR INQUIRY-ORIENTED PROJECTS IN ENVIRONMENTAL SCIENCE Context Implementation Discussion Acknowledgements References CHAPTER 10: STUDENT-GENERATED DYNAMIC WORKED EXAMPLES AS VIDEOS TO ENHANCE LEARNING IN STEM Context Implementation Discussion Conclusion References CHAPTER 11: STUDENTS’ USE OF DIGITAL VIDEO IN CONTEMPORARY SCIENCE TEACHER EDUCATION Context Implementation Discussion Acknowledgements References SLOWMATION OVERVIEW References CHAPTER 12: DEVELOPING PEDAGOGICAL KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS USING SLOWMATION AS A SHARED EXPERIENCE Context Implementation Discussion References CHAPTER 13: PRE-SERVICE TEACHERS’ USE OF SLOWMATION: Developing transformative learning Context Implementation Discussion References CHAPTER 14: LEARNER REFLECTIONS ON THE USE OF SLOWMATION AS A TOOL FOR CREATING EFFECTIVE EXPLANATIONS IN A SCIENCE TEACHER EDUCATION PROGRAM Context Implementation References BLENDED MEDIA OVERVIEW References CHAPTER 15: USING BLENDED MEDIA AS A PEDAGOGICAL TOOL FOR SCIENCE LEARNING IN THE USA Context Implementation Discussion References CHAPTER 16: MULTIMEDIA PRODUCTION TO PROMOTE AN UNDERSTANDING OF HEALTH LITERACY AND COMMUNICATE HEALTH MESSAGES Context Implementation Preparing a multimedia presentation: Feedback from the community Discussion Future directions Acknowledgements References CHAPTER 17: MUSICAL EXPLANATIONS: Using blended media for learning biochemistry Context Implementation Discussion References PART III: Predictions for student-generated digital media CHAPTER 18: FUTURE TRENDS FOR STUDENT-GENERATED DIGITAL MEDIA IN SCIENCE EDUCATION Trend 1: Students as creative generators of content Trend 2: Assessment and collaboration Trend 3: Mobility Trend 4: Transforming online learning environments Trend 5: Digital citizenship Trend 6: Sharing and collaboration – Social media Trend 7: Where to with Web 3.0? 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