- Award ID(s):
- 1821319
- NSF-PAR ID:
- 10383508
- Publisher / Repository:
- AEJ
- Date Published:
- Journal Name:
- Astronomy Education Journal
- ISSN:
- 2004-2981
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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This paper presents the initial work of a recently funded NSF project on ethical and responsible research and practices in science and engineering. The objective of this research is to improve instructor training, interventions, and student outcomes in high schools and universities to improve awareness and commitment to ethical practices in STEM coursework. The project will generate a robust snapshot of the ethical knowledge, reasoning skills, attitudes, and practices of several thousand undergraduate engineering students. This snapshot will inform the development of a three-week enrichment opportunity for high school STEM teachers. Working with university faculty and graduate students, these teachers will develop learning modules on ethical issues related to their courses. The snapshot will also identify gaps and guide the creation of targeted interventions that will be used in second-, third-, and fourth-year engineering courses. This data-driven project uses a mixed-methods approach to generate a better understanding of the impact of ethics interventions at various points in a student's academic development by developing and using a set of instruments to measure cognitive, affective, and behavioral aspects of ethical competency and self-efficacy. To that end, a second snapshot will be taken by testing and surveying engineering students in their capstone courses to provide a broad overview of the competence and self-confidence that engineering students have in dealing with ethical STEM issues, to determine the efficacy of various interventions, and to improve future interventions. Utilizing repeated measures and possessing a longitudinal dimension, the project will generate extensive data about the development of ethical competency, ethical self-efficacy, and their relationship. The interventions designed for secondary and tertiary classrooms will build on best practices for micro-insertion of ethics content that are practical and help students understand how technical competencies fit within broader social, economic, and environmental contexts. The capstone snapshot will also provide some measure of the impact of other experiences (e.g., undergraduate research, internships, service learning) and courses (e.g., humanities, social science, and business courses) on development of ethical practices. This report marks the start of a five-year project; therefore, the results presented in this paper represent findings from the engineering ethics literature and baseline results from survey of engineering freshmen at Texas A&M University. The findings from the survey are being utilized in developing intervention modules that will be integrated in upper-level engineering courses and training materials for high school teachers.more » « less
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Abstract Using Mary Shelley's
Frankenstein as inspiration, this paper presents a Frankenstein‐themed transmedia storytelling experience, which encompasses simple hands‐on activities and an online narrative experience that allows students to model scientific work and engage in various science activities. The study aimed to test whether students can develop higher science and creative self‐efficacy beliefs, and a stronger science curiosity, by engaging in the transmedia experience that combined hands‐on and online narrative activities compared with participating in only hands‐on or online narrative experiences. Our paper presents findings from two classroom studies using survey findings. Results show that all three conditions (hands‐on, online game experience and transmedia) had a significant positive impact on learners' self‐efficacy beliefs and curiosity, but there was no additional benefit for the transmedia condition. Nevertheless, our work has various implications for learning sciences about the potential benefits and drawbacks of transmedia storytelling experiences. Our findings can help educators and researchers design and run transmedia storytelling projects.Practitioner notes What is already known about this topic
Transmedia storytelling is a popular and adaptable learning application.
Transmedia storytelling can be beneficial due to transfer of learning.
Transmedia storytelling may foster learners' engagement and knowledge acquisition.
What this paper adds
The paper presents a Frankenstein‐themed transmedia experience that combines digital and hands‐on activities and borrows several themes from Mary Shelley's
Frankenstein; or, the Modern Prometheus .Findings from this study show that transmedia storytelling can boost learners' science and creative self‐efficacy beliefs and science curiosity.
However, transmedia storytelling combining digital and hands‐on experiences is not more effective in bolstering self‐efficacy beliefs and curiosity than digital or hands‐on experiences alone.
Implications for practice and/or policy
Transmedia storytelling might have unintended consequences for learning because it may exhaust learners' cognitive resources.
Learners' transliteracy skills and competencies may influence what benefits they gain from partaking in transmedia storytelling experiences.
Educators need to take learners' transliteracy skills into consideration when they wish to design and/or use transmedia storytelling experiences for learning purposes.
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