论文信息 - Explaining and Communicating Science Using Student-Created Blended Media.

Explaining and Communicating Science Using Student-Created Blended Media.

Students engage with science content when they are asked to explain and communicate their knowledge to others. In particular, encouraging students to create various digital media forms such as videos, podcasts, vodcasts, screencasts, digital stories and animations to explain science is usually engaging, especially if they have ownership of the process and use their own devices such as smartphones, digital cameras and computers. Whilst each digital media form has particular affordances, they can also be integrated or 'blended' to provide a new way for students to explain science using a combination of digital media forms. These can be shared widely to communicate with others by uploading to internet sites.

[1] John Traxler. Students and Mobile Devices , 2010 .

[2] Ann Jones,et al. Motivation and mobile devices: exploring the role of appropriation and coping strategies , 2007 .

[3] Vaughan Prain,et al. Learning from Writing in Secondary Science: Some theoretical and practical implications , 2006 .

[4] Garry Hoban. Engaging with Content and Language Using Student-created Blended Media , 2013 .

[5] Jeffrey John Loughran,et al. Slowmation: Preservice Elementary Teachers Representing Science Knowledge through Creating Multimodal Digital Animations. , 2011 .

[6] Joe Lambert,et al. Digital Storytelling: Capturing Lives, Creating Community , 2002 .

[7] J. Lemke. Talking Science: Language, Learning, and Values , 1990 .

[8] John P. Rice,et al. Tertiary science education in the 21st century , 2009 .

[9] Larry D. Yore,et al. Epilogue: Plotting a Research Agenda for Multiple Representations, Multiple Modality, and Multimodal Representational Competency , 2010 .

[10] Mark Pegrum,et al. Collaboration, Contextualisation and Communication Using New Media: Introducing Podcasting into an Undergraduate Chemistry Class , 2011 .