Boasting a wide range of interactive and engaging features, narrative-based learning has become increasingly popular in educational settings. Narrative-based instructional approaches engage students in a novel set of engaging experiences for educational purposes. Although it is not a new concept, the implications of narrative-based learning for science ethics education are still understudied in the learning sciences. In this paper, we use the concept of educational affordances to describe how educators and learners could utilize narrative-based learning activities for science ethics education. We illustrate our educational framework through the example of Frankenstein200 -a learning experience inspired by Mary Shelley's 1818 novel Frankenstein. Based on short essays describing students' perceptions of the Frankenstein200 experience, we propose that narrative-based learning activities afford the development of two distinct mental models: doing responsible science and being a responsible scientist. These mental models can serve as important tools for learners to develop a more concrete and elaborated understanding of science ethics. The framework will help educators create narrative-based learning experiences, activities, and artifacts to support their students' engagement with science ethics across diverse mediums.
This chapter outlines a multidimensional framework for theorizing digital-age literacies—one which considers the content, procedural, and contextual dimensions of literacy practices enacted through and around digital technologies. The authors then provide an overview of three empirical studies that illustrate the application of this framework to understand the integration of digital technologies and literacy pedagogies. The authors offer their experiences as classroom teachers, teacher-educators, learning scientists, and literacy specialists working to understand and support the literacy and language practices of learners in the 21st century. The goal of the chapter is to illustrate the value of shifting conversations about digital technologies away from notions of moral panic and techno-idealism, and instead toward a renewed focus on technology-mediated social practices that shape what it means to be and become literate in contemporary society.
Responsible research and innovation (RRI) is a framework for thinking about the implications of science, technology, engineering, and math (STEM) discoveries and innovations and shaping them in a way that is responsible to people, future generations, and the natural environment. In this paper, we present a project that engages museum visitors in learning about RRI through hands-on activities inspired by Mary Shelley's Frankenstein story, characters, and themes. We developed a learning framework describing strategies and outcomes for RRI in informal educational settings, then created a set of seven activities that embodied the framework and studied their implementation at 13 museums. Evidence from observations and interviews are consistent with the RRI learning framework and suggest a number of practical implications for its use in museums.The struggles of Victor Frankenstein and his creature still resonate 200 years after the publication of Mary Shelley's novel Frankenstein; or, The Modern Prometheus (Shelley, 2018). The characters and key themes of the Frankenstein story are familiar, especially the fatal consequences of prioritizing personal ambition and scientific discovery over responsibility and ethics (Halpern et al., 2016;Hitchcock, 2007;Lederer, 2002). The emerging technologies of today-from artificial intelligence to genetic engineering-raise the same questions and dilemmas that came to Shelley's mind as she
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