Table Of ContentSTUDENT-GENERATED DIGITAL
MEDIA IN SCIENCE EDUCATION
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 implemen-
tation 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 twenty-first century.
Garry Hoban is Professor in the Faculty of Social Science at the University of
Wollongong, Australia.
Wendy Nielsen is Senior Lecturer in the Faculty of Social Science at the
University of Wollongong, Australia.
Alyce Shepherd is a PhD candidate in the Faculty of Social Science at the
University of Wollongong, Australia.
‘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 experi-
ences 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.’
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.’
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.’
John Potter, London Knowledge Lab, Department of Culture, Communication
and Media, University College London, UK
STUDENT-GENERATED
DIGITAL MEDIA IN
SCIENCE EDUCATION
Learning, explaining and
communicating content
Edited by Garry Hoban, Wendy Nielsen
and Alyce Shepherd
First published 2016
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2016 G. Hoban, W. Nielsen and A. Shepherd
The right of the editor to be identified as the author of the editorial
material, and of the authors for their individual chapters, has been
asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Student-generated digital media in science education : learning,
explaining and communicating content / edited by Garry Hoban,
Wendy Nielsen and Alyce Shepherd.
pages cm
1. Science—Study and teaching. 2. Creative thinking—Study and
teaching. 3. Media programs (Education) 4. Digital media. I. Hoban,
Garry F. (Garry Francis), 1953- editor. II. Nielsen, Wendy (Wendy S.),
editor. III. Shepherd, Alyce, editor.
Q181.S8284 2015
502.85′67—dc23
2015004294
ISBN: 978-1-138-83382-1 (hbk)
ISBN: 978-1-138-83383-8 (pbk)
ISBN: 978-1-315-73519-1 (ebk)
Typeset in Bembo
by Swales & Willis Ltd, Exeter, Devon, UK
Every new academic needs a Garry, I raise my JS to you!
CONTENTS
List of figures x
List of tables xii
Notes on contributors xiii
Preface xviii
PART I
Twenty-first-century science education 1
1 Promoting engagement in science education 3
Wendy Nielsen
2 The case for student-generated digital media assignments
in science courses 13
Will Rifkin and Amelia Hine
3 Researching science learning through student-generated
digital media 25
Garry Hoban
PART II
Implementation in science discipline and science
teacher education courses 37
Podcast 39
4 Creative podcasting in chemistry: A case study 41
Emma Bartle
viii Contents
Digital story 55
5 Using digital stories to teach communication in
the science curriculum 57
Emily Purser
6 Stories and narratives: Using digital stories to learn science 68
Pauline Ross
Video 81
7 Video interviews in science and engineering for
professional perspectives 83
Julian M. Cox
8 Video blogs: A vehicle to support student-generated
representations and explanations in chemistry 95
Gwen Lawrie
9 Student-generated videos for inquiry-oriented projects in
environmental science 108
Gerry M. Rayner
10 Student-generated dynamic worked examples as videos
to enhance learning in STEM 122
Iouri Belski and Regina Belski
11 Students’ use of digital video in contemporary science
teacher education 136
Matthew Kearney, Kimberley Pressick-Kilborn and
Peter Aubusson
Slowmation 149
12 Developing pedagogical knowledge of pre-service science
teachers using slowmation as a shared experience 151
Stephen Keast and Rebecca Cooper
13 Pre-service teachers’ use of slowmation: Developing
transformative learning 166
Gillian Kidman
Contents ix
14 Learner reflections on the use of slowmation as a tool for
creating effective explanations in a science teacher
education program 176
Ruth Amos and Sandra Campbell
Blended media 195
15 Using blended media as a pedagogical tool for science
learning in the USA 197
Dennis Jablonski
16 Multimedia production to promote an understanding of
health literacy and communicate health messages 211
Karma Pearce
17 Musical explanations: Using blended media for learning
biochemistry 225
Jessica Vanderlelie
PART III
Predictions for student-generated digital media 239
18 Future trends for student-generated digital media in
science education 241
Alyce Shepherd
Index 251
