Storytelling as Pedagogy: The Power of Chemistry Stories as a Tool for Classroom Engagement
Storytelling as Pedagogy: The Power of Chemistry Stories as a Tool for Classroom Engagement
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讲故事作为教学法：化学故事作为课堂参与工具的力量
DOI：
10.1021/acs.jchemed.3c00008
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发表时间：
2023
影响因子：
3
通讯作者：
Nelson, Michelle
中科院分区：
文献类型：
--
作者：
Collins, Sibrina;Steele, Tiffany;Nelson, Michelle
化学讲故事作为一种教学工具，为学生提供了另一种学习形式，让他们更多地了解影响我们社会的STEM(科学、技术、工程和数学)创新背后的人。然而，关于讲故事教学法能对STEM课堂产生什么样的影响的文献资料还很少。我们的研究考察了讲故事作为一种教学工具对学生在社会研讨会课程中理解JDEI(正义、多样性、公平和包容性)的重要性的影响，这门课程的主题是“公平与科学史”。我们的讲故事研究的样本规模很小，有13名学生攻读STEM专业。我们描述了在社会科学研讨会课程中放映四部叙事电影的影响，这些电影庆祝化学家爱丽丝·奥古斯塔·鲍尔教授、圣埃尔莫·布雷迪博士、珀西·勒文·朱利安博士和贝蒂·华盛顿·格林博士的重大贡献。我们的框架与贝尔和罗伯茨的讲故事项目(STP)模型保持一致，该模型专注于创建一个反讲故事社区，并使用各种故事类型(股票故事、隐藏故事、抵抗故事和新兴/变革性故事)进行参与。我们的研究考察了课程中许多因素的复杂交互作用，如观看叙事电影、学生对叙事电影的反思、与电影和课程阅读相关的课堂活动、与课程中学生的焦点小组访谈以及与课程教师的个人访谈。我们的结果表明，这些电影对课程中的所有学生都产生了积极的影响，因为它与STEM中的表征、JDEI的桥梁和化学概念有关。通过了解这些化学家的故事，它使学习变得更加吸引人和现实，批判性思维蓬勃发展。我们还将讨论STEM教师如何利用热门电影(如漫威工作室的《黑豹》)的策略，在这部电影中，虚构元素振金(VB)是学生参与化学活动的重要主角。我们的研究具有潜在的全球实践意义，因为它涉及到在STEM课堂上教授教育学，以及留住追求STEM专业的有色人种学生。
Storytelling in chemistry as a pedagogical tool provides an alternative learning format for students to discover more about the people behind STEM (Science, Technology, Engineering, and Mathematics) innovations that impact our society. However, there is a dearth in the literature on what influence storytelling pedagogy could have on STEM classroom. Our study examines the influence of storytelling as a pedagogical tool on students’ understanding of the importance of JDEI (Justice, Diversity, Equity, and Inclusion) in a social seminar course with the theme “Equity and History of Science.” Our storytelling study has a small sample size with 13 students pursuing STEM majors. We describe the impact of screening four narrative films celebrating the significant contributions of chemists Professor Alice Augusta Ball, Dr. Saint Elmo Brady, Dr. Percy Lavon Julian, and Dr. Bettye Washington Greene in the social science seminar course. Our framework is aligned with Bell and Roberts’ Storytelling Project (STP) Model, which focuses on creating a counter-storytelling community and using various story types (stock stories, concealed stories, resistance stories, and emerging/transformative stories) for engagement. Our study examined the complex interaction of many factors in the course, such as narrative films watched, student reflections on narrative films, in-class activities related to films and course readings, focus group interviews with students in the course, and an individual interview with the course instructor. Our results suggest that these films had a positive influence on all students in the course as it relates to representation in STEM, bridging of JDEI, and chemistry concepts. By learning about the stories of these chemists, it made learning more engaging and realistic, and critical thinking thrived. We will also discuss a practical example of how STEM faculty can use strategies that leverage popular films such as Marvel Studios’Black Panther, where the fictional element vibranium (Vb) is an important protagonist for student engagement in chemistry. Our study has potentially global relevance for practice as it relates to teaching pedagogy in STEM classrooms and the retention of students of color pursuing STEM majors.
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DOI：
10.1187/cbe.14-06-0099
发表时间：
2014
期刊：
CBE life sciences education
影响因子：
--
作者：
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DOI：
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发表时间：
2010
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作者：
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DOI：
10.1145/3159450.3159510
发表时间：
2018
期刊：
Proceedings of the 49th ACM Technical Symposium on Computer Science Education
影响因子：
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通讯作者：
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