Learning Processes for Digital Storytelling Scientific Imagination

Ming-Min Cheng; Hsueh-Hua Chuang

doi:10.29333/ejmste/100636

Full Text (PDF)

Ming-Min Cheng ¹, Hsueh-Hua Chuang ¹ ^*

More Detail

¹ National Sun Yat-Sen University, Kaohsiung, TAIWAN
^* Corresponding Author

Abstract

This article discusses an implementation research study that examined participating students’ learning processes of scientific imagination in a marine science digital storytelling (DST) project. Twenty-two fourth-grade students in a primary school participated in the study. Data were collected via students’ completed worksheets, digital storyboards, final digital storytelling products, and interviews. Results revealed that the lowest student performance occurred during the Dynamic Adjustment stage among the five stages of the digital storytelling scientific imagination framework. Students were not proficient in describing the relationships among scientific concepts and creating science stories based on their science knowledge. We also found opportunities for using DST tools in the conceptualization, organization, and formation of developing scientific imagination. The results suggested that interactive learning environments and fluent digital literacy are crucial in improving students’ ability to explore and connect different ideas in the development of scientific imagination.

Keywords

digital storytelling
scientific imagination
learning processes
marine science

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/100636

EURASIA J Math Sci Tech Ed, 2019 - Volume 15 Issue 2, Article No: em1659

Publication date: 10 Dec 2018

Article Views: 1940

Article Downloads: 1745

Open Access References How to cite this article

References

Alrutz, M. (2013). Sites of possibility: applied theatre and digital storytelling with youth. Research in Drama Education: The Journal of Applied Theatre and Performance, 18(1), 44-57. https://doi.org/10.1080/13569783.2012.756169.
Chung, S. K. (2006). Digital storytelling in integrated arts education. The International Journal of Arts Education, 4(1), 33–50. Retrieved from http://ed.arte.gov.tw/uploadfile/periodical/1320_arts_education41_033050.pdf.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Los Angeles: SAGE Publications.
Duman, B., & Göcen, G. (2015). The effect of the digital storytelling method on pre-service teachers’ creative writing skills. Anthropologist, 20(1, 2), 215-222. Retrieved from https://www.researchgate.net/profile/.
Gueler_Goecen_Kabaran/publication/291692903_The_Effect_of_the_Digital_Storytelling_Method_on_Pre-Service_Teachers'_Creative_Writing_Skills/links/586e0fb908aebf17d3a735bb/The-Effect-of-the-Digital-Storytelling-Method-on-Pre-Service-Teachers-Creative-Writing-Skills.pdf.
Fleer, M. (2013). Affective imagination in science education: determining the emotional nature of scientific and technological learning of young children. Research of Science Education, 43, 2085-2106. https://doi.org/10.1007/s11165-012-9344-8.
Gregori-Signes, C. (2014). Digital storytelling and multimodal literacy in education. Porto Linguarum, 22, 237-250. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=4772805.
Hacieminoglu, E. (2016). Elementary school students’ attitude toward science and related variables. International Journal of Environmental & Science Education, 11(2), 35-52. https://doi.org/10.12973/ijese.2016.288a.
Herrmann, M. (2011). Harnessing students’ creativity and imagination as a means to effective engagement in sustainable education. Learning and Teaching in Higher Education, 5, 73-85.
Ho, H. C., Wang, C. C., & Cheng, Y. Y. (2013). Analysis of the Scientific Imagination Process. Thinking Skills and Creativity, 10, 68-78. https://doi.org/10.1016/j.tsc.2013.04.003.
Hsu, Y. L., Peng, L. P., Wang, J. H., & Liang, C. Y. (2014). Revising the imaginative capability and creative capability scales: Testing the relationship between imagination and creativity among agriculture students. International Journal of Learning, Teaching and Educational Research, 6(1), 57-70. Retrieved from http://ijlter.org/index.php/ijlter/article/view/118.
Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 268-279. Retrieved from http://www.jstor.org/stable/jeductechsoci.15.4.368.
Jonassen, D. H. (2013). Transforming learning with technology. In: M. P. Clough, J. K. Olson & D. S. Niederhauser (Eds.), The Nature of Technology (pp. 101-110). Sense Publishers, Rotterdam. https://doi.org/10.1007/978-94-6209-269-3_7.
Liang, C., & Chang, C. C. (2014). Predicting scientific imagination from the joint influences of intrinsic motivation, self-efficacy, agreeableness, and extraversion. Learning and Individual Differences, 31, 36-42 https://doi.org/10.1010/j.lindif.2013.12.013.
Meyer, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: an introduction. Learning, Media and Technology, 38(4), 355-367. https://doi.org/0.1080/17439884.2013.783597.
Niemi, H., & Multisilta. (2016). Digital storytelling promoting twenty-first century skills and student engagement. Technology, Pedagogy and Education, 25(4), 451-468. https://doi.org/10.1080/1475939X.2015.1074610.
Ohler, J. (2006). The world of digital storytelling. Educational leadership, 63(4), 44–47. Retrieved from https://s3.amazonaws.com/academia.edu.documents/6349099/world_of_digital_storytelling_the_ohler_j._.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1534306441&Signature=2Cv3G2YEEfT4chrqX8xfGs22G44%3D&response-content-disposition=inline%3B%20filename%3DThe_World_of_Digital.
_Storytelling.pdf.
Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning and creativity. Corwin Press, Thousand Oaks, CA.
Porto, M. D., & Belmonte, I. A. (2014). From local to global: visual strategies of glocalisation in digital storytelling. Language & Communication, 39, 14-23. https://doi.org/10.1016/j.langcom.2014.05.001.
Ranieri, M., Bruni, I. (2013). Mobile storytelling and informal education in a suburban area: a qualitative study on the potential of digital narratives for young second-generation immigrants. Learning, Media and Technology, 38(2), 217-235. https://doi.org/10.1080/17439884.2013.724073.
Reijnders, S. (2010). Places of the imagination. An ethnography of the TV detective tour. Cultural Geographies, 17(1), 37-52. https://doi.org/10.1177/1474474009349998.
Ren, F., Li, X., Zhang, H., & Wang, L. (2012). Progression of Chinese students’ creative imagination from elementary through high school. International Journal of Science Education, 34(13), 2043-2059. https://doi.org/10.1080/09500693.2012.709334.
Ribeiro, P. M. S. (2016). Developing intercultural awareness using digital storytelling. Language and Intercultural Communication, 16(1), 69-82. https://doi.org/10.1080/14708477.2015.1113752.
Robin, B. R. (2008). Digital storytelling: a powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228. https://doi.org/10.1080/00405840802153916.
Sefton-Green, J., Marsh, J., Erstad, O., & Flewitt, R. (2016). Establishing a research agenda for the digital literacy practices of young children: a white paper for COST action IS1410. Retrieved from http://digilitey.eu/wp-content/uploads/2015/09/DigiLitEYWP.pdf.
Sharda, N. (2007). Applying movement oriented design to create educational stories. International Journal of Learning, 13, 177-184. https://doi.org/10.18848/1447-9494/CGP/v13i12/45141.
Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(6), 1-21. https://doi.org/10.1186/s40561-014-0006-3.
University of Houston. (2011). The educational uses of digital storytelling. Retrieved from http://digitalstorytelling.coe.uh.edu/pdfs/samplerubric.pdf.
Wang, C. C., Ho, H. C., Cheng, Y. Y. (2015). Building a learning progression for scientific imagination: A measurement approach. Thinking Skills and Creativity, 17, 1-14. https://doi.org/10.1016/j.tsc.2015.02.001.
Wang, C. C., Niemi, H., Cheng, C. L., & Cheng, Y. Y. (2017). Validation of learning progression in scientific imagination using data from Taiwanese and Finnish elementary school students. Thinking Skills and Creativity, 24, 73-85. https://doi.org/10.1016/j.tsc.2017.02.014.
Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Educational Technology & Society, 14(4), 181-191. Retrieved from http://www.jstor.org/stable/jeductechsoci.14.4.181.
Yang, Y. T., & Wu, W. C. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59, 339-352. https://doi.org/10.1016/j.compedu.2011.12.012.

How to cite this article

APA

Cheng, M.-M., & Chuang, H.-H. (2019). Learning Processes for Digital Storytelling Scientific Imagination. Eurasia Journal of Mathematics, Science and Technology Education, 15(2), em1659. https://doi.org/10.29333/ejmste/100636

Vancouver

Cheng MM, Chuang HH. Learning Processes for Digital Storytelling Scientific Imagination. EURASIA J Math Sci Tech Ed. 2019;15(2):em1659. https://doi.org/10.29333/ejmste/100636

AMA

Cheng MM, Chuang HH. Learning Processes for Digital Storytelling Scientific Imagination. EURASIA J Math Sci Tech Ed. 2019;15(2), em1659. https://doi.org/10.29333/ejmste/100636

Chicago

Cheng, Ming-Min, and Hsueh-Hua Chuang. "Learning Processes for Digital Storytelling Scientific Imagination". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 2 (2019): em1659. https://doi.org/10.29333/ejmste/100636

Harvard

Cheng, M.-M., and Chuang, H.-H. (2019). Learning Processes for Digital Storytelling Scientific Imagination. Eurasia Journal of Mathematics, Science and Technology Education, 15(2), em1659. https://doi.org/10.29333/ejmste/100636

MLA

Cheng, Ming-Min et al. "Learning Processes for Digital Storytelling Scientific Imagination". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 2, 2019, em1659. https://doi.org/10.29333/ejmste/100636