Teaching High School Physiology Using a Popular TV Medical Drama. Alvarado, Marissa, April Cordero Maskiewicz. The American Biology Teacher. Vol. 73, No. 6 .August 2011. 322-328
This article focused on can students' knowledge be improved through multimedia in the classroom. For this study, they viewed a biology class in high school in a low-socioeconomic area. Since this is a biology class, the multimedia they used was the TV show House. By integrating this show, the hope is that students would understand the physiology of the human body.
Such a high percentage of people watch TV that this is the way people get the most information about health issues. The CDC partnered with Hollywood to help ensure that accurate facts about medical conditions are being used in the media. Using TV and movies in classrooms is not anything this is new. However, not many studies have been done focusing on science classes.
When it comes to using integrated media in learning physiology, there should be a plan to schedule interruptions where the teacher and students can interact. The reason the show House was chosen is because it provides relatively accurate scientific scenarios, frequent animations of what is happening inside the body, and students are familiar with it already.
The study was done over a school year with students ages 15-19. A unit began with a pretest and then the unit was taught as usual. Two classes used House as supplements while one class did not. Then all classes were given a posttest. Students who viewed House during their class showed a higher learning rate from pretest to posttest than students who did not view House.
The article says that using multimedia like this in the classroom is something that will continue to peak student interest. It says that teachers should continue to find ways to incorporate it into their lessons as much as possible.
Personally I think this is a great idea. I have watched every episode of House so I was really able to think about what the show is like and how it would relate to a high school biology class. I agreed with the points of using this particular show and the strong reasoning for it. There are so many films for all classes that can be used as a supplement to material. It is equally as important to have strong questioning techniques along with the film. If there is no discussion or questioning about the video then it does not do any good to use multimedia in this way.
Monday, December 7, 2015
Thursday, December 3, 2015
EDU6215- Student Engagement with Media
Using Social Media to Reinforce Environmental
Learning And
Action-Taking for School Students
Warner, Alan. Eames, Chris. Irving, Robyn. 2014. "Using Social Media to Reinforce Environmental Learning And Action-Taking for School Students." International Electronic Journal of Environmental Education. Vol. 4, Issue 2: 83-96.
This article focuses on using experiences outside of the classroom, particularly field trips, and using social media to reinforce the experiences through blogs.
To start off, the article talks about how experiences outside in the classroom and in their own community can provide a better connection to learning. Even though these experiences are very helpful for learning, it will not be effective unless the teacher will do follow-up activities. In the same way, if students are to participate in activities that help the environment, it does not automatically mean that they will have a strong urge to further help the environment. "The aim is for students to take action as a means to develop action competence, not simply to take action for action’s sake" (84). It was found that students would take further actions if the teacher provided a high level of follow-up.
One of the ways this could happen is using blogs. Most students are familiar with social media like Facebook and Twitter. Sites like this can spark interest for social issues for students. Blogs are another way to share out with classmates, teachers, and the community. This is of course only if the teacher is comfortable with technology. blogs, etc.
A study was done with these kinds of experiences with primary grades in New Zealand and blogs were used as social media. The purpose was to find factors in the trips influenced learning and to what extent can social media be used for transfer of learning. This was done through observation, teacher interviews, student groups, and student work.
One class was a group of 15 five year olds. They used a blog in for their experiences, which they have already been using in the classroom. The students loved the blog even if they could not always articulate details. The next class was seven and eight year olds. They did many activities prior to their experiences, like videos. The teacher also had blogs throughout the year as well. The kids loved it and said they felt like scientists.
Overall if teachers have social media and technology integrated into their classrooms, they can be strong tools to help with learning experiences in the community.
Warner, Alan. Eames, Chris. Irving, Robyn. 2014. "Using Social Media to Reinforce Environmental Learning And Action-Taking for School Students." International Electronic Journal of Environmental Education. Vol. 4, Issue 2: 83-96.
This article focuses on using experiences outside of the classroom, particularly field trips, and using social media to reinforce the experiences through blogs.
To start off, the article talks about how experiences outside in the classroom and in their own community can provide a better connection to learning. Even though these experiences are very helpful for learning, it will not be effective unless the teacher will do follow-up activities. In the same way, if students are to participate in activities that help the environment, it does not automatically mean that they will have a strong urge to further help the environment. "The aim is for students to take action as a means to develop action competence, not simply to take action for action’s sake" (84). It was found that students would take further actions if the teacher provided a high level of follow-up.
One of the ways this could happen is using blogs. Most students are familiar with social media like Facebook and Twitter. Sites like this can spark interest for social issues for students. Blogs are another way to share out with classmates, teachers, and the community. This is of course only if the teacher is comfortable with technology. blogs, etc.
A study was done with these kinds of experiences with primary grades in New Zealand and blogs were used as social media. The purpose was to find factors in the trips influenced learning and to what extent can social media be used for transfer of learning. This was done through observation, teacher interviews, student groups, and student work.
One class was a group of 15 five year olds. They used a blog in for their experiences, which they have already been using in the classroom. The students loved the blog even if they could not always articulate details. The next class was seven and eight year olds. They did many activities prior to their experiences, like videos. The teacher also had blogs throughout the year as well. The kids loved it and said they felt like scientists.
Overall if teachers have social media and technology integrated into their classrooms, they can be strong tools to help with learning experiences in the community.
Subscribe to:
Posts (Atom)