Toward a New Model of Science Learning, Teaching, and Communication
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Toward a New Model of Science Learning, Teaching, and Communication Oludurotimi O. Adetunji1 and Roger Levine2 1 Science Center and Department of Physics, Brown University, Providence, RI 02912, U.S.A. 2 Independent Consultant, Redwood City, CA 94062, U.S.A. ABSTRACT Sci-Toons is a new, experimental, teaching and learning approach that engages students in materials science research via interaction with experts, narrative, visual representations, iterative feedback and multimedia platforms. Based on a model (the Multimedia Theoretical Learning Framework) and multimedia design principles, Sci-Toon Creation Group (SCG) members, which include both science and non-science majors, work with faculty to produce video animations dealing with scientific topics. The creative process of producing scripts for two selected Sci-Toons videos dealing with materials science subjects (Graphene and Conductive Polymers) are discussed; initial and final versions of each are combined through use of Word Clouds. The videos that are produced are distributed via the internet, providing instruction and information about materials sciences and other STEM topics. Demographic data about the types of individuals downloading these Sci-Toons are provided. We conclude that Sci-Toons can be used in both formal and informal educational settings for science learning and teaching as well as in communicating materials science concepts to broad audiences including females and underrepresented minorities students. INTRODUCTION A report by the President’s Council of Advisors on Science and Technology, Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering and Mathematics highlights the need to produce more STEM graduates [1]. If the number of STEM graduates is increased, there will be an increase in the pool of candidates from which the nation can draw for STEM-related positions. STEM education has also been linked to the development of science and technology innovation, maintenance of national security, and economic success: There is a continually high demand for people with STEM skills throughout the American economy [2]. Therefore, there is a need to develop comprehensive strategies to increase the number of students in the STEM pipeline so as to increase the number of STEM graduates who are in positions to solve current and emerging science and technology challenges, and occupy the increasingly STEM-relevant jobs of the future. Comprehensive strategies to increase the number of students in the STEM pipeline and STEM graduates should include successful combinations of in-school and out-of-school STEM intervention programs [2,3] that engage students from all backgrounds. This is especially important for women and underrepresented minorities who now make up approximately 70% of all college undergraduates in the U.S. Several reports, including those from National Science Board and the U.S. Department of Education suggest that informal learning environments have the potential to strengthen science
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