Scientific Method & Evolutionary Theory Elucidated by the Ivory-billed Woodpecker Story

Abstract

Large, introductory, nonmajors biology classes present challenges when trying to encourage class discussion to help reinforce important concepts. Lively in-class discussion involving hundreds of students is more successful when a relevant story told with passion is used to introduce a topic. In my courses, each semester begins with thorough treatment of the scientific method, followed by the multiple Darwinian theories of evolution. To reinforce these two important themes, the story of the ivory-billed woodpecker’s ecology, evolution, conservation, and probable extirpation has been effective in provoking class dialogue and reinforcing the two themes. Although I describe this approach as a large-class activity, it works well in courses of all sizes. In this article, I discuss teaching with storytelling and detail the use of the ivory-billed woodpecker story as a teaching tool.

The Relationship of a Digital Storytelling Assignment in Introductory Biology and Comprehension of Course Competencies

“…This study was built on previous research (Krupa, 2014; Dahlstrom, 2014; Morasis, 2015; Casper & Balgopal, 2020) demonstrating the powerful use of classroom storytelling, but instead of focusing on stories created by instructors to enhance lecture, the students were tasked with crafting, creating, and exploring their own stories based on facts and their own experiences from their reality. The resulting stories proved to be an authentic representation of their understanding of a biology topic and how they operationalize and understand it in the context of their own reality.…”

The Relationship of a Digital Storytelling Assignment in Introductory Biology and Comprehension of Course Competencies

“…This study was built on previous research (Krupa, 2014; Dahlstrom, 2014; Morasis, 2015; Casper & Balgopal, 2020) demonstrating the powerful use of classroom storytelling, but instead of focusing on stories created by instructors to enhance lecture, the students were tasked with crafting, creating, and exploring their own stories based on facts and their own experiences from their reality. The resulting stories proved to be an authentic representation of their understanding of a biology topic and how they operationalize and understand it in the context of their own reality.…”

Whiteboard animation simulation for dental education

“…1 However, this powerful tool is underutilized in higher education, particularly science education. 1 Whiteboard animations, powered by storytelling, have successfully explained complex healthrelated topics to pharmacology students 2 and positively impacted the retention, engagement, and enjoyment of university-level students. 3 We planned to create whiteboard animations for dental students to explain complex science topics using graphics and storytelling.…”

“…The combination of visual thinking and storytelling makes whiteboard animations a unique and effective educational tool. Storytelling is a multimodal teaching approach that simultaneously engages listeners’ thinking, emotions, and imagination 1 . However, this powerful tool is underutilized in higher education, particularly science education 1 .…”

“…Storytelling is a multimodal teaching approach that simultaneously engages listeners’ thinking, emotions, and imagination 1 . However, this powerful tool is underutilized in higher education, particularly science education 1 . Whiteboard animations, powered by storytelling, have successfully explained complex health‐related topics to pharmacology students 2 and positively impacted the retention, engagement, and enjoyment of university‐level students 3 .…”

The Utility of Storytelling Strategies in the Biology Classroom

“…Engagement is positively correlated with learning and information retention (Krupa, 2014;McDonald, 2009;Olson, 2015). Additionally, emotional engagement (i.e.…”

The Relationship of a Digital Storytelling Assignment in Introductory Biology and Comprehension of Course Competencies

“…This study was built on previous research (Krupa, 2014; Dahlstrom, 2014; Morasis, 2015; Casper & Balgopal, 2020) demonstrating the powerful use of classroom storytelling, but instead of focusing on stories created by instructors to enhance lecture, the students were tasked with crafting, creating, and exploring their own stories based on facts and their own experiences from their reality. The resulting stories proved to be an authentic representation of their understanding of a biology topic and how they operationalize and understand it in the context of their own reality.…”

Whiteboard animation simulation for dental education

“…1 However, this powerful tool is underutilized in higher education, particularly science education. 1 Whiteboard animations, powered by storytelling, have successfully explained complex healthrelated topics to pharmacology students 2 and positively impacted the retention, engagement, and enjoyment of university-level students. 3 We planned to create whiteboard animations for dental students to explain complex science topics using graphics and storytelling.…”

“…The combination of visual thinking and storytelling makes whiteboard animations a unique and effective educational tool. Storytelling is a multimodal teaching approach that simultaneously engages listeners’ thinking, emotions, and imagination 1 . However, this powerful tool is underutilized in higher education, particularly science education 1 .…”

“…Storytelling is a multimodal teaching approach that simultaneously engages listeners’ thinking, emotions, and imagination 1 . However, this powerful tool is underutilized in higher education, particularly science education 1 . Whiteboard animations, powered by storytelling, have successfully explained complex health‐related topics to pharmacology students 2 and positively impacted the retention, engagement, and enjoyment of university‐level students 3 .…”

The Utility of Storytelling Strategies in the Biology Classroom

“…Engagement is positively correlated with learning and information retention (Krupa, 2014;McDonald, 2009;Olson, 2015). Additionally, emotional engagement (i.e.…”

The Relationship of a Digital Storytelling Assignment in Introductory Biology and Comprehension of Course Competencies

“…This study was built on previous research (Krupa, 2014; Dahlstrom, 2014; Morasis, 2015; Casper & Balgopal, 2020) demonstrating the powerful use of classroom storytelling, but instead of focusing on stories created by instructors to enhance lecture, the students were tasked with crafting, creating, and exploring their own stories based on facts and their own experiences from their reality. The resulting stories proved to be an authentic representation of their understanding of a biology topic and how they operationalize and understand it in the context of their own reality.…”

Whiteboard animation simulation for dental education

“…1 However, this powerful tool is underutilized in higher education, particularly science education. 1 Whiteboard animations, powered by storytelling, have successfully explained complex healthrelated topics to pharmacology students 2 and positively impacted the retention, engagement, and enjoyment of university-level students. 3 We planned to create whiteboard animations for dental students to explain complex science topics using graphics and storytelling.…”

“…The combination of visual thinking and storytelling makes whiteboard animations a unique and effective educational tool. Storytelling is a multimodal teaching approach that simultaneously engages listeners’ thinking, emotions, and imagination 1 . However, this powerful tool is underutilized in higher education, particularly science education 1 .…”

“…Storytelling is a multimodal teaching approach that simultaneously engages listeners’ thinking, emotions, and imagination 1 . However, this powerful tool is underutilized in higher education, particularly science education 1 . Whiteboard animations, powered by storytelling, have successfully explained complex health‐related topics to pharmacology students 2 and positively impacted the retention, engagement, and enjoyment of university‐level students 3 .…”

The Utility of Storytelling Strategies in the Biology Classroom

“…Engagement is positively correlated with learning and information retention (Krupa, 2014;McDonald, 2009;Olson, 2015). Additionally, emotional engagement (i.e.…”