Students as Science Content Creators and Evaluators: A Case Study of Video Documentary Storytelling in Science Education

Autor/inn/en	Walker, Erica B.; Lazar, Kelly B.
Titel	Students as Science Content Creators and Evaluators: A Case Study of Video Documentary Storytelling in Science Education
Quelle	In: Journal of College Science Teaching, 52 (2022) 2, S.3-8 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Student Developed Materials; Science Instruction; Video Technology; Story Telling; Science Education; Audiences; Communications; Social Media; Communities of Practice; Interdisciplinary Approach; Higher Education; Access to Information; Scientific Research; Case Studies; Documentaries; Undergraduate Students; Course Evaluation; Student Attitudes; Outcomes of Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Spectator; Zuschauer; Nachrichtenwesen; Soziale Medien; Community; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Documentary film; Documentary films; Dokumentarfilm; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	Within the context of higher education, the disciplines of science and filmmaking appear disparate, but the importance of storytelling as an integral part of science and research deserves closer examination. Humans have always used stories to share information and convey complex ideas. To those outside science, science communications can be laden with difficult terms and feel exclusive and unrelatable. There has been a recent call to develop science storytelling skills to improve accessibility of science for a general audience. With the rise of video content on social media platforms, short-format videos can reach an untapped audience for science. This case study looks at a unique interdisciplinary course, Science Docs, that encourages students from all areas of study to form a Community of Practice (CoP) that bridges the gap between scientist, storyteller, and science communication evaluator. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01