Using Digital Storytelling Techniques in STEM Education

Autor/in	Kadish, Theresa
Titel	Using Digital Storytelling Techniques in STEM Education
Quelle	(2023), (267 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Binghamton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-3234-9
Schlagwörter	Hochschulschrift; Dissertation; Technology Uses in Education; Story Telling; STEM Education; Teaching Methods; Educational Technology; Video Technology; Biology; Statistics; Biodiversity; Foreign Countries; Science Instruction; Scientific Methodology; Science Process Skills; Hypothesis Testing; Microbiology; New York; Palestine + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Biologie; Statistik; Biodiversität; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hypothesenprüfung; Hypothesentest; Mikrobiologie; Palästina
Abstract	This dissertation asks how to improve science education and science communication, and suggests that digital storytelling techniques can be used to better engage learners in the process of knowledge making. Digital storytelling refers to both the use of high-quality digital media content as learning materials, and also to the use of social technologies to support a more interactive and communicative peer-to-peer learning environment. Three studies are presented: 1) An experiment comparing the impact of two formats of online video about biological statistics on student learning outcomes. 2) A collaborative fungal biodiversity survey in the Catskill mountains of New York. 3) A collaborative fungal biodiversity survey in Occupied Palestine. The methodologies of these studies are contrasted in order to highlight variation in the ways that science can be taught to STEM students, and therefore variation in the ways that science can be conducted in the field. The results demonstrate the importance of self-motivated student engagement in their shared learning process, and also the difficulty of quantifying learning outcomes using graded tests. The limits of quantifying learning outcomes are then related to the role of quantification and falsification in the scientific method more generally. A view of the scientific process is promoted which centers place based empirical observations and the communication of them, prior to the formulation of hypothetical claims to be potentially falsified. The boundaries around what kinds of inquiries count as "scientific" are mediated by the settings supporting the scientists, and sometimes science can be conducted specifically because of its intended impact on the scientists doing it. In these ways, the practice of knowledge making is intertwined with the practice of knowledge sharing, and so the narratives we teach about our science are just as vital as the scientific inquiry itself. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01