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通过视觉叙事,让年轻人参与生物多样性教育
Kyra Ricci1, Kathleen Lu2, Grascen Shidemantle3
1Department of Forest and Wildlife Ecology, University of Wisconsin-Madison, Madison, Wisconsin, USA.
概括
视觉叙事改善了年轻人的科学感知,而传统方法提高了内容知识. 观察到视觉叙事的新奇效应,强调需要将教育工具与特定的学习目标对齐,以实现有效的保护教育.
科学领域:
- 保护教育 保护教育
- 生物多样性教育 生物多样性教育
- 科学传播科学传播
背景情况:
- 让年轻人参与保护教育对于未来的环境管理至关重要.
- 像图形小说这样的视觉叙事越来越多地用于青年科学教育.
- 有限的研究将视觉叙述与保护教育中的传统方法进行了比较.
研究的目的:
- 为了比较视觉叙事 (图形小说) 与传统 (幻灯片) 方法在三年级生物多样性教育中的有效性.
- 评估对学生科学感知和湿地生物多样性知识的影响.
- 调查与视觉叙事使用相关的潜在新奇效应.
主要方法:
- 开发了一本平面小说和一个幻灯片展示在湿地生物多样性与相同的内容.
- 随机排列26个三年级的教室,接受视觉叙事或传统资源.
- 进行了测试前,测试后和后续调查,以评估科学感知和内容知识.
主要成果:
- 视觉叙事组的学生对科学的看法明显更为积极 (3.79%的增加,p=0.001).
- 传统治疗组的学生在内容知识测验中得分更高 (增加7.97%,p=0.002).
- 在视觉叙事中发现了新奇效应的证据,但不是传统的资源.
结论:
- 教育资源的选择对学生的成绩有不同的影响:视觉叙事增强了感知,而传统方法提高了知识的获取.
- 新闻效应可以影响对新的教育工具的参与,但可能不会维持长期的知识收益.
- 有效地提供保护教育需要仔细考虑目标受众和明确定义教育目标.
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