| Science and society have prospered together through a mutually supportive relationship. However, this relationship breaks down when scientific findings conflict with beliefs and values, or raise ethical and political questions. A potential solution is improved communication through digital storytelling. This process combines a story script with visual and audio media; the end product is a short video. The synthesis of a storytelling approach with modern technology is powerful. Research suggests that stories are an intuitive form of communication, activate multiple regions of the brain, and elicit a strong emotional response. Other studies demonstrate the utility of video for reaching large audiences and sharing information online. Scientists can use digital stories to frame their work and link experience to evidence. The use of personal media and a self-narrated script will humanize scientists and build trust with the public.
Science classrooms are an ideal environment to practice digital storytelling in. Stories mitigate information overload, provide societal context, and make content personal. I developed and evaluated a biology teaching module that combines digital stories with data sets, publications, experiments, and assignments. Students reported that watching the digital stories increased their interest in ecological research, improved their understanding of the research process and datasets, and helped them relate to the featured scientist. These outcomes are comparable to other studies that used videos as an educational tool.
Additional benefits come from asking students to create and share digital stories. To demonstrate how the process of digital storytelling results in learning, I make connections to the theories of constructivism and constructionism. To encourage teachers to integrate digital storytelling, I show how the process aligns with science education standards. Overall, digital storytelling provides useful training in science communication; however, there may be barriers to implementation. To address this, I conducted four digital storytelling case studies, measuring student attitudes and collecting teacher feedback. I found that digital storytelling increased student interest in, and understanding of, course content, helped students connect classroom learning with everyday life, and built rapport between classmates. To overcome barriers, practitioners need to master the technology, and practice making a digital story, before engaging students. |