Digital storytelling and the nature of knowledge
Digital storytelling and the nature of knowledge
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数字故事讲述和知识的本质
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
David Hung Wei Loong
中科院分区：
文献类型：
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作者：
M. Tan;S. Lee;David Hung Wei Loong
虽然讲故事教学法为教育工作者提供了新的视角和启示，但一个值得关注的基本问题是讲故事教学法与知识本质之间的匹配。很简单，这个问题可以这样提出：讲故事是教授所有形式知识的最佳手段吗？虽然社会科学、人文科学、语言和扫盲教育的知识有相当明显的匹配，但讲故事教学法对自然科学、技术、工程和数学课堂“有效”吗？如果是的话，在后一种课堂中整合讲故事教学的最佳方法是什么？在这项研究中，我们报告的结果实施数字讲故事的五年级科学教室。使用我们称之为“寓教于乐”的方法，我们要求学生设计一个数字故事，传达一个科学概念嵌入在叙事结构中的角色会体验到这个概念的影响，故事的质量是学生对科学概念理解的代理指标。我们建议，这种教学策略提出了一个强大的挑战，以辨别学生的理解，我们还讨论了知识形式的影响，这种教学法的成功。
While storytelling pedagogy presents novel perspectives and affordances to educators, a fundamental question that bears attention is the match between storytelling pedagogy and the nature of knowledge. Quite simply, the problem may be posed thus: is storytelling the optimum means for teaching all forms of knowledge? While rather obvious matches occur for knowledge in the social science, humanities, languages and literacy education, would storytelling pedagogy ‘work’ for the natural sciences, technology, engineering and mathematics classrooms? If so, what may be optimum means to integrate storytelling instruction in these latter kinds of classrooms? In this study, we report on the results of an implementation of digital storytelling in a grade five science classroom. Using what we termed the ‘edu-tainment’ approach, we asked students to design a digital story that communicated a scientific concept embedded within the narrative structure—characters within the narrative would experience the effects of the concept, the quality of the story being proxy indicators of students’ understanding of the scientific concept. We propose that this pedagogical strategy presents a strong challenge to discern students’ understanding, and we also discuss the effect of knowledge forms on the success of this pedagogy.