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Poetry and digital media for improving upper elementary African American science learning

机译：诗歌和数字媒体改善上部非洲裔美国科学学习

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摘要

This study aims to analyze a case study of the Digi-Stars Science Film Club, which focused on using poetry, and digital media to improve upper elementary African Americans' science learning. Fourth and sixth grade students enrolled in an urban, parochial school took part in the club. Performance fluency skills of the students were measured before and after teaching sessions of digital storytelling, filmmaking, and guided, expressive reading of science plays, poems, songs, and raps. The results indicated that the creation of poetry with digital media projects improved students' writing quality for ideas, organization, word choice, sentence fluency, and conventions. The digital storytelling improved the use of story elements and science vocabulary. Students' digital stories demonstrated a steady progress in the elements of digital storytelling, media competency, and agency of students. Opportunities and challenges of implementing culturally responsive science pedagogy are discussed.
机译：本研究旨在分析Digi Stars科学电影俱乐部的一个案例研究，该俱乐部专注于使用诗歌和数字媒体来提高非裔美国人的科学学习水平。四年级和六年级的学生就读于一所城市的教会学校，他们参加了这个俱乐部。在数字讲故事、电影制作以及科学戏剧、诗歌、歌曲和说唱的引导性、表达性阅读教学前后，对学生的表演流利性技能进行了测量。结果表明，通过数字媒体项目创作诗歌，提高了学生的写作质量，包括思想、组织、词汇选择、句子流畅性和惯例。数字讲故事提高了故事元素和科学词汇的使用。学生的数字故事展示了在数字故事讲述、媒体能力和学生代理方面的稳步进步。讨论了实施文化响应科学教学法的机遇和挑战。

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