Science to Story, Story to Social

Graphical Abstract

Abstract

Social media presents both a threat and an opportunity for science communication and data literacy. When uncritically consumed or when students are not encouraged to create learning artifacts for distribution, social media can certainly act as a distraction from learning and the classroom. However, we advocate that the tension around social media in learning environments can be reframed through an intentional process of bridging science communication and social media, which has the potential to enrich the dialogue between classroom and out-of-school learning environments. Because many students are learning outside of the traditional classroom and relying more on digital and online platforms during the COVID-19 pandemic, bridging classroom experiences and home life is essential. We propose a Scientific Storytelling approach to inquiry-based instruction, designed to engage learners in science practices and creativity, and encourage them to share their learning with community members. This approach provides an opportunity for schools and informal science education organizations to re-examine the intentional curation of digital footprints online to more adequately reflect 21st-century STEM (science, technology, engineering, and math) education. In addition to needing ways to engage their students, teachers also need methods for tracking student engagement. Scientific Storytelling also provides a pathway for students to produce for teachers trackable digital artifacts, which are the products of engaging with educational material.

Keywords:

• Informal Education
• Inquiry
• Teaching Strategies

Conclusion

Upham Woods has continued to expand storytelling in classrooms through the Milwaukee Environmental-STEM (E-STEM) Project. The Milwaukee E-STEM Project is an Upham Woods–led collaboration between formal and informal educators united in providing experiential field experiences for urban youth through inquiry-based instruction. The fall 2019 semester produced 38 Scientific Stories as result of Upham-led in-classroom facilitations and science practice experiences facilitated by Upham Woods educators. Additionally, every school group that participates in other educational programming at Upham Woods writes a Scientific Story that is then shared with them digitally via e-mail. Such visiting groups have used their stories to demonstrate to parents and school administrators the importance of field experiences and outdoor science education for youth. Scientific Storytelling at Upham Woods is thus used in multiple ways to bridge experiences students have back to their classroom environments.

Scientific Storytelling at Upham Woods is an important approach for broadening access to science for students who may otherwise face barriers to science learning and engagement. Storytelling provides a social context for learning, allowing students to reflect on what they have learned, communicate meaningfully, and personalize their learning by incorporating aspects of their communities and lived experiences. The approach also builds bridges between classrooms and audiences such as parents, as well as unanticipated audiences who are new to conversations around STEM and STEM education. We believe that Scientific Storytelling can help share science education in ways relevant to communities in the 21st century, especially given the demonstrated increased need for educational online engagement and connections with the COVID-19 pandemic.

Notes on contributors section

R. Justin Hougham ([email protected]) is associate professor of environmental education and the director of the Upham Woods Outdoor Learning Center at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Isabelle Herde ([email protected]) is the program director of Upham Woods Outdoor Learning Center at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Jennifer Loveland ([email protected]) is the office operations associate of Upham Woods Outdoor Learning Center at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Sarah Olsen ([email protected]) was the curriculum and evaluation specialist of Upham Woods Outdoor Learning Center at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Tempestt Morgan ([email protected]) was the expanding access program coordinator at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Maggie Steinhauer ([email protected]) was a research naturalist at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Zoë Goodrow ([email protected]) is the research program specialist of Upham Woods Outdoor Learning Center at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Max Myers ([email protected]) is the assistant director at Triple C Camp in Charlottesville, Virginia.

Sarah Oszuscik ([email protected]) is an adolescent teacher at Maryland Avenue Montessori School in Milwaukee, Wisconsin.

Additional information

Notes on contributors

R. Justin Hougham

R. Justin Hougham ([email protected]) is associate professor of environmental education and the director of the Upham Woods Outdoor Learning Center at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Isabelle Herde

Isabelle Herde ([email protected]) is the program director of Upham Woods Outdoor Learning Center at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Jennifer Loveland

Jennifer Loveland ([email protected]) is the office operations associate of Upham Woods Outdoor Learning Center at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Sarah Olsen

Sarah Olsen ([email protected]) was the curriculum and evaluation specialist of Upham Woods Outdoor Learning Center at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Tempestt Morgan

Tempestt Morgan ([email protected]) was the expanding access program coordinator at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Maggie Steinhauer

Maggie Steinhauer ([email protected]) was a research naturalist at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Zoë Goodrow

Zoë Goodrow ([email protected]) is the research program specialist of Upham Woods Outdoor Learning Center at the University of Wisconsin–Madison Division of Extension in Wisconsin Dells, Wisconsin.

Max Myers

Max Myers ([email protected]) is the assistant director at Triple C Camp in Charlottesville, Virginia.

Sarah Oszuscik

Sarah Oszuscik ([email protected]) is an adolescent teacher at Maryland Avenue Montessori School in Milwaukee, Wisconsin.