Keeping up with the Digital Natives: Using Social Media in an All-Girls Science Classroom

Autor/inn/en	Serpagli, Lauren Paola; Mensah, Felicia Moore
Titel	Keeping up with the Digital Natives: Using Social Media in an All-Girls Science Classroom
Quelle	In: School Science and Mathematics, 121 (2021) 5, S.288-298 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Serpagli, Lauren Paola) ORCID (Mensah, Felicia Moore)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12471
Schlagwörter	Social Media; Science Education; Biology; Teaching Methods; Ethnography; Visual Learning; Computer Software; Females; High School Students; Student Attitudes; Student Reaction; Course Content; Single Sex Classes; Science Instruction + Suchen Sie Ihr Suchwort? Soziale Medien; Naturwissenschaftliche Bildung; Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Visual education; Visuelles Lernen; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Schülerkritik; Kursprogramm; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This qualitative, ethnographic study focuses on how combining aspects of visual learning with a social media application (app)--Instagram--can be a useful learning tool for digital natives (DNs). Current students are classified as digital natives because they are inundated with technology, which has become an essential tool in their everyday lives. By combining learning with a social media app that relies heavily on virtual communication, a new educational tool can emerge that is both engaging and relevant. Using its Live feature, students incorporate an app they use regularly in their nonacademic lives and bring it into the educational setting of the science classroom. Thirty-two female, high school biology students received permission to respond to a questionnaire and participate in a focus group or individual interview to further discuss their reactions to use Instagram in the biology classroom. Four students were asked additional questions regarding their reactions and understandings of how Instagram Live was used and how it enhanced their biology content understanding. The themes that emerged considered largely how Instagram as an educational tool brings science into the daily lives of digital natives. Implications from the study show how the use of Instagram specifically supported young women in science. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01