Key points are not available for this paper at this time.
We are exploring whether and how “Digital-Storytelling” can be used to a) attract and engage student apprentices otherwise estranged from STEM-linked career or education pathways b) help student apprentices address the complexities of ill-formed or “wicked” design problems typical of sustainable engineering. Building on preliminary evidence from a pilot 2014 study we hypothesize that apprentices who engage in digital storytelling can gain proficiency in key reasoning skills related to scientific argumentation including: 1. formulating and articulating problem statements 2. anticipating and understanding tradeoffs, limitations and contingencies of proposed solutions and 3. justifying solutions relative to requirements/specifications articulated in the problem statement. Our continuing work is in the development and validation of evaluation and assessment instruments appropriate for evaluating these skills among apprentices focused on digital storytelling and for drawing comparisons against apprentices engaged in “hands-on” sustainable design projects. Our overarching objective is to offer evidence validating digital storytelling as an alternative pedagogy for introducing and teaching STEM reasoning skills to newcomers or “outsiders”.
Ball et al. (Thu,) studied this question.