Històries científiques des d’un prisma cultural: El marc cultural de la narració en les ciències naturals i socials
DOI:
https://doi.org/10.7203/metode.14.26592Paraules clau:
storytelling, comunicació de la ciència, educació, cultura
Resum
La narració és un element fonamental per a la comunicació eficaç de la ciència en els vídeos en línia. No obstant això, el seu efecte no és el mateix en totes les cultures. En aquest article repassem i examinem el marc cultural en les narracions utilitzades per a comunicar la ciència (incloent-hi les ciències socials) en vídeos educatius en línia. Hem detectat que els estudiants de cultures d’alt context mostren més interès pels vídeos en línia que els estudiants de cultures de baix context; no obstant això, obtenen pitjors resultats en les proves que mesuren els coneixements obtinguts. Les nostres conclusions posen en relleu que és necessari tindre en compte el marc cultural de la narració –la comunicació cultural de la ciència– a l’hora de comunicar la ciència a públics de diferents cultures.
Descàrregues
Biografies de l'autor/a
Wiebke Finkler, Universitat d’Otago (Nova Zelanda).
Lloyd Spencer Davis, Universitat d’Otago (Nova Zelanda).
Diane Ruwhiu, Universitat d’Otago (Nova Zelanda).
Loic Li, Universitat d’Otago (Nova Zelanda).
Nikki Lloyd, Universitat d’Otago (Nova Zelanda).
Nicola Beatson, Universitat d’Otago (Nova Zelanda).
Lei Zhu, Universitat d’Otago (Nova Zelanda).
Referències
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
Adnan, H., & Redzuan, F. (2016). Evaluating students’ emotional response in video-based learning using Kansei Engineering [Paper presentation]. 4th International Conference on User Science and Engineering (i-USEr).
Bair, M. A., Bair, D. E., Niu-Cooper, R., & Diarrassouba, N. (2022). Border crossings: The role of narrative storytelling in the professional identity development of faculty of color. College Teaching. https://doi.org/10.1080/87567555.2022.2093323
Buzzetto-More, N. (2015). Student attitudes towards the integration of YouTube in online, hybrid, and web-assisted courses: An examination of the impact of course modality on perception. Journal of Online Learning and Teaching, 11(1), 55.
Cameron, E. (2012). New geographies of story and storytelling. Progress in Human Geography, 36(5), 573–592. https://doi.org/10.1177/
0309132511435000
Chen, C.-M., & Wang, H.-P. (2011). Using emotion recognition technology to assess the effects of different multimedia materials on learning emotion and performance. Library & Information Science Research, 33(3), 244–255. https://doi.org/10.1016/j.lisr.2010.09.010
Collins, S. N., Steele, T., & Nelson, M. (2023). Storytelling as pedagogy: The power of chemistry stories as a tool for classroom engagement. Journal of Chemical Education, 100(7), 2664–2672. https://doi.org/
10.1021/acs.jchemed.3c00008
Davis, L. S., & León, B. (2018). New and old narratives: Changing narratives of science documentary in the digital environment. In B. León & M. Bourk, Communicating science and technology through online video: researching a new media phenomenon (pp. 55–63). Routledge. https://doi.org/10.4324/9781351054584-5
Davis, L. S., León, B., Bourk, M. J., & Finkler, W. (2020). Transformation of the media landscape: Infotainment versus expository narrations for communicating science in online videos. Public Understanding of Science, 29(7), 688–701. https://doi.org/10.1177/0963662520945136
Davis, L. S., León, B., Bourk, M., Zhu, L., & Finkler, W. (2022). Infotainment may increase engagement with science but it can decrease perceptions of seriousness. Sustainability, 14(17), 10659. https://doi.org/10.3390/su141710659
Dunn, T. M., & Cherup, S. (2021). Storytelling and success: How storytelling can be used to promote diversity, cross-cultural understanding, and confidence in the classroom. Journal of Education, 203(3), 690–699. https://doi.org/10.1177/00220574211032309
Finkler, W., & León, B. (2019). The power of storytelling and video: a visual rhetoric for science communication. Journal of Science Communication, 18(05), A02. https://doi.org/10.22323/2.18050202
García-Avilés, J. A., & de Lara, A. (2018). An overview of science online video. In Communicating science and technology through online video (pp. 15–27). Routledge. https://doi.org/10.4324/9781351054584-2
Green, J. K., Burrow, M., & Carvalho, L. (2020). Designing for transition: Supporting teachers and students cope with emergency remote education. Postdigital Science and Education, 2(3), 906–922. https://doi.org/
10.1007/s42438-020-00185-6
Grogan, J., Hollinsworth, D., & Carter, J. L. (2021). Using videoed stories to convey Indigenous ‘Voices’ in Indigenous Studies. The Australian Journal of Indigenous Education, 50(1), 38–46. https://doi.org/10.1017/jie.2019.15
Hajhosseini, M., Zandi, S., Shabanan, S. H., & Madani, Y. (2016). Critical thinking and social interaction in active learning: A conceptual analysis of class discussion from Iranian students’ perspective. Cogent Education, 3(1), 1175051. https://doi.org/10.1080/2331186x.2016.1175051
Hall, E. T. (1976). Beyond culture. Anchor Press.
Hartley, J. (2015). Stories tell us? Political narrative, demes, and the transmission of knowledge through culture. Communication Research and Practice, 1(1), 5–31. https://doi.org/10.1080/22041451.2015.1042424
Hornikx, J., & Le Pair, R. (2017). The influence of High-/Low-Context culture on perceived Ad complexity and liking. Journal of Global Marketing, 30(4), 228–237. https://doi.org/10.1080/08911762.2017.1296985
Joubert, M., Davis, L. S., & Metcalfe, J. (2019). Storytelling: The soul of science communication. Journal of Science Communication, 18(05), E. https://doi.org/10.22323/2.18050501
Kim, D., Pan, Y., & Park, H. S. (1998). High- versus low-Context culture: A comparison of Chinese, Korean, and American cultures. Psychology & Marketing, 15(6), 507–521. https://doi.org/10.1002/(SICI)1520-6793(199809)15:6<507::AID-MAR2>3.0.CO;2-A
Lamsal, H. L. (2022). Exploring challenges and opportunities of Remote Teaching at Nepalese Community Secondary Schools during Covid-19 Pandemic. Utamax, Journal of Ultimate Research and Trends in Education 4(1), 29–38. https://doi.org/10.31849/utamax.v4i1.7794
León, B., & Bourk, M. (2018). Communicating science and technology through online video: Researching a new media phenomenon. Routledge. https://doi.org/10.4324/9781351054584
Milani, M. (2008). Cultural impact on online education quality perception. Electronic Journal of e-Learning, 6(2), 149–160. http://files.eric.ed.gov/fulltext/EJ1098727.pdf
Praveena Daya A., Premapriya, G., Anithasri, A., & Karthikeyan, G. A. (2022). A comparative study of perception of online teaching versus traditional teaching among MBBS students during COVID crisis. Journal of Communicable Diseases, 3–8. https://doi.org/10.24321/0019.
5138.202201
Richardson, R. M., & Smith, S. W. (2007). The influence of high/low-context culture and power distance on choice of communication media: Students’ media choice to communicate with Professors in Japan and America. International Journal of Intercultural Relations, 31(4), 479–501. https://doi.org/10.1016/j.ijintrel.2007.01.002
Sherer, P. D., & Shea, T. (2011). Using online video to support student learning and engagement. College Teaching, 59(2), 56–59. https://doi.org/10.1080/87567555.2010.511313
Smith, M., Finkler, W., & Aitken, R. (2023). Connecting people with science: A proof-of-concept study to evaluate action-based storytelling for science communication. Sustainability, 15(15), 11655. https://doi.org/10.3390/su151511655
Taskiran, A. (2022). Effective, efficient, and attractive instructional design for online learning. In Handbook of research on managing and designing online couses in synchronous and asynchronous environments (pp. 140–158). IGI Global.
Usunier, J., & Roulin, N. (2010). The influence of High- and Low-Context communication styles on the design, content, and language of business-to-business web sites. Journal of Business Communication, 47(2), 189–227. https://doi.org/10.1177/0021943610364526
Vedder, K. (2015). Corporate Storytelling in two distinctive cultures: The presence of emotional and rational appeals in corporate stories on corporate websites of Spanish and British organizations [Master’s thesis, Radboud University].
Walan, S., & Enochsson, A. (2019). The potential of using a combination of storytelling and drama, when teaching young children science. European Early Childhood Education Research Journal, 27(6), 821–836. https://doi.org/10.1080/1350293x.2019.1678923
Xia, W., Sun, B., & Zhang, Z. (2021). Correlation analysis between cultural context level and education/culture/geography/society-related parameters in twenty-six countries. ICDTE ’21: Proceedings of the 5th International Conference on Digital Technology in Education, 170–175. https://doi.org/10.1145/3488466.3488496
Yang, D., Sinha, T., Adamson, D., & Rosé, C. P. (2013). Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses. [Paper presentation] NIPS Workshop on Data Driven Education.
Descàrregues
Publicades
Com citar
-
Resum488
-
PDF 200
Número
Secció
Llicència
Drets d'autor (c) 2023 CC BY SA
Aquesta obra està sota una llicència internacional Creative Commons Reconeixement-CompartirIgual 4.0.
Tots els documents inclosos en OJS són d'accés lliure i propietat dels seus autors.
Els autors que publiquen en aquesta revista estan d'acord amb els següents termes:
- Els autors conserven els drets d'autor i garanteixen a la revista el dret a la primera publicació del treball, llicenciat baix una llicència de Reconeixement-NoComercial-SenseObraDerivada 4.0 Internacional de Creative Commons, que permet a altres compartir el treball amb un reconeixement de l'autoria del treball i citant la publicació inicial en aquesta revista.
- Es permet i s'anima els autors a difondre la versió definitiva dels seus treballs electrònicament a través de pàgines personals i institucionals (repositoris institucionals, pàgines web personals o perfils a xarxes professionals o acadèmiques) una vegada publicat el treball.
Articles similars
Fer una tramesa
Llengua
Informació
Paraules clau
