Digital storytelling on air pollution to create relevance in science learning / Joan Vivienne Moo Rejoss

• Main Author: Joan Vivienne Moo, Rejoss
• Format: Thesis
• Published: 2020
• Subjects: LB1603 Secondary Education. High schools; Q Science (General)
• Online Access: http://studentsrepo.um.edu.my/15090/1/Joan_.pdf; http://studentsrepo.um.edu.my/15090/2/Joan_Vivienne_Moo.pdf; http://studentsrepo.um.edu.my/15090/

Making sense in science learning by establishing relevance has been in the minds of educators since the 1980s. Science learning could make use of an instructional strategy that matches the current learning trend and allow the students to relate with what they are learning. The narrative elements of digital stories incorporate real life issues to be conveyed in a relatable way in science learning. This research explored the potential of digital storytelling in establishing relevancy in science learning by focusing on the process and product of digital storytelling that were done based on a societal issue that is air pollution. Students generate digital stories and it is a complementary strategy that can be used both inside and outside of the science classroom. This research also described the experience and challenges of using digital storytelling in creating relevancy for science learning. This research adopted a qualitative research design where convenience sampling was used to select the samples who are the Form One students from a rural school in Sabah, Malaysia. Students were introduced to digital storytelling through a workshop and were asked to produce digital stories regarding air pollution. Construction of the digital stories were guided by a Five Stage storyboard and Microsoft Photo Story 3 was used to create the digital stories. Observation, interviews, and digital artifact analysis were used to collect the findings. This research concluded that digital stories produced by students on air pollution topic has potential to create relevance in science learning through offering one of a kind experience that is authentic, emotional, and empowering experience on air pollution. It was found that students could gain benefits but also face several challenges from digital storytelling experience in creating relevance for science learning. Some implications and recommendations for future research were also discussed.