Student Generated Digital Media In Science Education

"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.

"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.

This book examines educational semiotics and the representation of knowledge in school science. It discusses the strategic integration of animation in science education. It explores how learning through the creation of science animations takes place, as well as how animation can be used in assessing student’s science learning. Science education animations are ubiquitous in a variety of different online sites, including perhaps the most popularly accessed YouTube site, and are also routinely included as digital augmentations to science textbooks. They are popular with students and teachers and are a prominent feature of contemporary science teaching. The proliferation of various kinds of science animations and the ready accessibility of sophisticated resources for creating them have emphasized the importance of research into various areas: the nature of the semiotic construction of knowledge in the animation design, the development of critical interpretation of available animations, the strategic selection and use of animations to optimize student learning, student creation of science animations, and using animation in assessing student science learning. This book brings together new developments in these research agendas to further multidisciplinary perspectives on research to enhance the design and pedagogic use of animation in school science education. Chapter 1 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

In the digital age, the integration of technology has become a ubiquitous aspect of modern society. These advancements have significantly enhanced the field of education, allowing students to receive a better learning experience. Digital Tools and Solutions for Inquiry-Based STEM Learning is a comprehensive source of scholarly material on the transformation of science education classrooms through the application of technology. Including numerous perspectives on topics such as instructional design, social media, and scientific argumentation, this book is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the latest developments in the field of STEM education.

Science is unique among the disciplines since it is inherently hands-on. However, the hands-on nature of science instruction also makes it uniquely challenging when teaching in virtual environments. How do we, as science teachers, deliver high-quality experiences to secondary students in an online environment that leads to age/grade-level appropriate science content knowledge and literacy, but also collaborative experiences in the inquiry process and the nature of science? The expansion of online environments for education poses logistical and pedagogical challenges for early childhood and elementary science teachers and early learners. Despite digital media becoming more available and ubiquitous and increases in online spaces for teaching and learning (Killham et al., 2014; Wong et al., 2018), PreK-12 teachers consistently report feeling underprepared or overwhelmed by online learning environments (Molnar et al., 2021; Seaman et al., 2018). This is coupled with persistent challenges related to elementary teachers’ lack of confidence and low science teaching self-efficacy (Brigido, Borrachero, Bermejo, & Mellado, 2013; Gunning & Mensah, 2011). Teaching and Learning Online: Science for Secondary Grade Levels comprises three distinct sections: Frameworks, Teacher’s Journeys, and Lesson Plans. Each section explores the current trends and the unique challenges facing secondary teachers and students when teaching and learning science in online environments. All three sections include alignment with Next Generation Science Standards, tips and advice from the authors, online resources, and discussion questions to foster individual reflection as well as small group/classwide discussion. Teacher’s Journeys and Lesson Plan sections use the 5E model (Bybee et al., 2006; Duran & Duran, 2004). Ideal for undergraduate teacher candidates, graduate students, teacher educators, classroom teachers, parents, and administrators, this book addresses why and how teachers use online environments to teach science content and work with elementary students through a research-based foundation.

For computer science or interdisciplinary introductory digital media courses Digital media courses arise in a variety of contexts Computer Science, Art, Communication. This innovative series makes it easy for instructors and students to learn the concepts of digital media from whichever perspective they choose. The Science of Digital Media demystifies the essential mathematics, algorithms, and technology that are the foundation of digital media tools. It focuses clearly on essential concepts, while still encouraging hands-on use of the software and enabling students to create their own digital media projects. Instructor Resources: Community Website Solutions to Exercises in text Student Resources: Active Book (e-book version) Example code from text (for students not purchasing interactive website) Please visit http://www.prenhall.com/digitalmedia to access these resources.