Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective

Mawasi, Areej; Nagy, Péter; Finn, Ed; Wylie, Ruth

doi:10.1007/s10956-021-09928-x

Cited by 7 publications

(7 citation statements)

References 40 publications

(28 reference statements)

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“…It confirmed the research finding that fun and student enjoyment is more influential for learning than technical visual fidelity of graphics. A qualitative study on a narrative-driven game on science ethics deployed in elementary and middle schools enabled an empathetic perspective and yielded powerful affective effects [24]. Their results corroborated our finding that effective educational narratives trigger emotional engagement are built around characters, dilemmas, decisions, and meaningful actions that model incentives and behaviors in authentic contexts.…”

Section: Discussionsupporting

confidence: 78%

“…Previous studies have documented positive influences on cognitive and affective outcomes from the integration of storytelling-driven multimedia in education [23,24,31]. A systematic review on narrative-based learning calls for a closer alignment of pedagogy and story, a focal point in the current study.…”

Section: Discussionmentioning

confidence: 90%

“…Adding story or mythic elements to a learning experience or platform is called narrative-based learning [23]. Narrative-based learning in educational technology systems and educational material has been applied predominantly in STEM but also Humanities Arts and Social Sciences (HASS) [23,24]. Story-based learning in narrative-centered learning environments has produced significant affective outcomes such as interest and self-efficacy [25].…”

Section: Theoretical Background: Playful and Narrative-based Learningmentioning

confidence: 99%

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Playful Metaphors for Narrative-Driven E-Learning

Mystakidis

Filippousis

Tolis³

et al. 2021

Applied Sciences

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A team of e-learning specialists was assigned the mission to design and develop seven short e-learning modules for young learners on popular topics with a prime focus on social-emotional learning. However, these courses had to be produced on a limited budget, hosted in a Moodle platform, and be delivered for free in asynchronous only mode. Hence, a playful method of meaningful storyfication was applied in e-learning to captivate attention and spark interest. In each module, a fictional story or metaphorical challenge with playful elements was introduced where learners were invited to assist the story’s protagonists or become the heroes themselves by engaging with content. As the role of teachers is vital for the adoption of technology-based solutions in education, a mixed method evaluation was undertaken to assess the effectiveness of the method. Forty-two educators reviewed the courses, answered a questionnaire and participated in interviews. Results indicated that participants highly appreciated the narrative aspects, visual, and auditory elements rendering the e-learning courses effective for the target audience. This article can assist educators, distance education designers and developers to adopt a playful mindset and learn how to integrate practically storytelling elements into their classroom-based and online teaching.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 90%

Section: Theoretical Background: Playful and Narrative-based Learningmentioning

confidence: 99%

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Playful Metaphors for Narrative-Driven E-Learning

Mystakidis

Filippousis

Tolis³

et al. 2021

Applied Sciences

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“…At ASU, I have learned about asset-based approaches and sociopolitical aspects of education from rising scholars such as Madeleine Jennings (Jennings et al, 2020) and Dr. Areej Mawasi (Mawasi et al, 2021). And, as someone who benefited from rewarding postdoctoral experiences, I was excited to welcome two postdoctoral fellows to my own lab.…”

Section: Arizona State Universitymentioning

confidence: 99%

Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM

Roscoe

2022

Discourse Processes

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Despite decades of effort to broaden participation in science, technology, engineering, and mathematics (STEM), many fields remain demographically skewed. Marginalized and minoritized people are still underrepresented in and underserved by the sciences. In this paper, the author considers the question, 'How do we improve representation in STEM?' by reflecting on his own journey and themes such as imposter syndrome, decentering, meritocracy, and activism. Importantly, 'underrepresentation' is not a mysterious happenstance but rather a predictable outcome of systemic inequity and systematic exclusion. By attending to the mechanisms of oppression, we can enact interventions that address root causes instead of symptoms. There are multiple ways that our research, teaching, and practice might change 'the system' by making inclusion and equity the focus of our work, applying these principles as a lens for framing research questions and interpreting findings, and adopting methods and practices that are inclusive and equitable.

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“…208–211). Hands‐on activities also offer a context for interactive engagement among various participants to work with materials, discuss phenomena they reflect, and socialize with others (Mawasi, 2021; Mawasi et al., 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Responsible Research and Innovation in Museums Through Hands‐on Activities

Ostman

Nagy

Mawasi

et al. 2022

Curator The Museum Journal

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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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Narrative-Based Learning Activities for Science Ethics Education: an Affordance Perspective

Cited by 7 publications

References 40 publications

Playful Metaphors for Narrative-Driven E-Learning

Playful Metaphors for Narrative-Driven E-Learning

Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM

Exploring Responsible Research and Innovation in Museums Through Hands‐on Activities

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