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The path from cutting edge materials science research to the development and study of cutting edge approaches to interest and engage students in materials science and in STEM represented a logical development of a scientist’s professional interests. This pathway will be briefly discussed, along with a description of a novel, experimental approach to curricular and pedagogical materials development.
Our new model for scientific communication, dubbed Science Cartoons (Sci-Toons), is based on our Multimedia Learning Theoretical Framework (MLTF) (Adetunji & Targan, 2012)[1]. Sci-Toons are developed by teams of students (STEM and non-STEM majors), STEM and non-STEM experts, and individuals with expertise in animations. They are provided with technical training in animation, storytelling and science. We will describe the Sci-Toons design structure and its creative process, share selected animation products, and describe how these products were developed and its viewing impacts.
In addition, we will describe our experimental approach to address questions such as: Can the Sci-Toons design process and products broaden participation in STEM research, STEM fields and STEM careers? What impacts do Sci-Toons have on its creators’ and viewers’ understanding and appreciation of science? What are the characteristics of teams that produce the highest quality animations? Can the Sci-Toons model be replicated at other universities and in other settings (e.g., informal science environments)?
[1] Adetunji, O. O., & Targan, D. (2012, November). Science Cartoons (SCI?Toons) and STEM Literacy: The Stealth Approach (Multimedia Learning Theoretical Framework). Session presented at the Association of American Colleges and Universities Network for Academic Renewal Conference, Kansas City, MO. http://www.aacu.org/meetings/s...
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