Scholarship & Research
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Item The ABCs of STEM in preschool television programming: a case-study analysis of the best methods to introduce scientific subject matter into preschool-aged television programming(Montana State University - Bozeman, College of Arts & Architecture, 2022) Sauer, Christina Marie; Chairperson, Graduate Committee: Dennis AigA child's natural inclination to explore the world around him/her has been a fundamental part of child development theory. From 2- to 5-years-old, or preschool-aged, children are 'tiny scientists' who are capable of understanding basic concepts of science, technology, engineering, and math (STEM). Through the examination of child development studies and children's educational programming history with an analysis of three renowned educational television programs for the preschool audience, this paper creates a framework for developing preschool television programming with STEM content. A concluding discussion details how the Framework is then implemented in the creation of a film 'Discovery Camp: Busy Bees Make Honey'.Item Dumbing it down : mass media and science literacy in the USA(Montana State University - Bozeman, College of Arts & Architecture, 2015) Kanode, Casey Forest; Chairperson, Graduate Committee: Theo LipfertScience literacy is important to individuals and the societies in which they live because it enhances our health, well being, and ability to progress into the future. A society whose citizens do not have or appreciate the benefits of scientific literacy are at risk of falling behind economically, have a greater chance of health crises, and may find themselves ill-equipped to navigate the dangers of a modern, technological world. Science literacy in America, while not extremely low, is being negatively impacted by elements within popular media including, but not limited to, the politicization of scientific issues by news media outlets, the rise in fake or pseudo-scientific television programming, and misinformation through social media channels. These factors, when viewed collectively, have created a social environment wherein scientific curiosity and intellect are at risk of stagnating. There are multiple risks to this outcome and must be confronted in order for our society to continue to progress scientifically and culturally.Item A matter of life and death : rethinking evolution and the nature of science on television(Montana State University - Bozeman, College of Arts & Architecture, 2006) Bard, Susanne Clara; Chairperson, Graduate Committee: David ScheererIn a world where antibiotic resistance can make bacterial infections deadly and the HIV virus constantly mutates inside the human body, an understanding of evolution and its mechanisms is increasingly important. Yet much of the public is still either hostile to or misunderstands evolution and its mechanisms. Television provides the bulk of the general public's exposure to science once formal education has ended. The rhetorical strategies employed by much of science and evolution programming, along with an emphasis on content over process, delivers the message that science is a search for absolute truths rather than a dynamic process relying on falsification and tentative knowledge. The way in which science and evolution is presented parallels failures in the educational system to teach science as more than just a collection of absolute truths and unassailable facts. In both science teaching and science television, critical thinking often loses out.Item Cinematic intermedia theatre and science plays : a fusion for learning(Montana State University - Bozeman, College of Arts & Architecture, 2012) Gilbertson, Kathryn Marie; Chairperson, Graduate Committee: Lucia Ricciardelli.The field of science is shrouded in mystery and science communication with the public is often dense impenetrable. One medium where science becomes less opaque is through narrative theatre plays. These plays explore the life of scientists or engage in actual scientific content, thus adding a context to science theories and scientists. However, these science plays are not the best method for science communication because they lack the dynamic visuals necessary to effectively communicate scientific concepts. I propose fusing science plays with film or video into "cinematic intermedia theatre." To asses the validity of my argument, I synthesize the analysis of: intermedia scholars, theatre scholars, educational experts, and neuroscientists. This scholarship verifies that cinematic intermedia theatre offers an emotionally and visually engaging method for science education.Item What makes a science video engaging in today's American classroom?(Montana State University - Bozeman, College of Arts & Architecture, 2011) Nelson, Robert P. (Robert Paul), 1945-; Chairperson, Graduate Committee: Lucia Ricciardelli.This thesis investigates the fundamental question: "What makes a science film for the classroom effective in helping educators achieve their goals for the largest number of students?" I argue here that effective films take students on a journey. The best films are experiential, taking students on a journey as opposed to telling them what to think. I have also compiled a list of several key ingredients that effective films tend to share: they are generally short, they employ elements of humor and action, they avoid heavy narration, they are accessible using the latest and most widespread technologies, and they are associated with supplemental information and activities for teachers to maximize use of the material. To discuss what makes a film effective, I make the distinction between levels of effectiveness in the classroom. Science films that tend to be more effective are defined here as student ignition points. Those that fall toward the other end of the spectrum, those that are least effective, I define as student snoozers. This thesis is a compilation of almost a decade of thought and application regarding the creation of effective science videos for use in the classroom. The culmination of this work has resulted in the Untamed Science video series that is included in the Miller and Levine high school biology book, the Pearson middle grades science books, the Pearson high school chemistry book, the Pearson elementary science books, and the Untamedscience.com web portal. While the techniques for creating classroom science videos vary due to the intended target age ranges (from kindergarten to 12th grade), there are filmmaking "key ingredients" effectively employed over the entire age range. This discussion focuses on the high school and upper middle grades demographic.Item Creating tools to educate and engage : how interactive media can aid in scientific understanding(Montana State University - Bozeman, College of Arts & Architecture, 2008) Citrola, Penny; Chairperson, Graduate Committee: Dennis Aig.A well-educated citizenry, armed with an awareness of science and technological principles, is vital to the success of our society. In order to keep the public interested in scientific topics, it is important that students become engaged with science in their younger years. Interactive media technology provides a means to achieving this goal by developing students' investigative abilities. Creation and use of interactive media technology is an essential step toward bridging these two imperatives: the need to connect students with science topics in order to pique and maintain interest in these areas, while also maintaining a relevance and engagement with current modes of information exchange.Item Strange bedfellows : science and storytelling for broadcast television(Montana State University - Bozeman, College of Arts & Architecture, 2006) Bell, Andrew Wade; Chairperson, Graduate Committee: Ronald TobiasFilmmakers exploring natural science subject matter that want to sell their work to broadcast television or theatrical outlets face a difficult challenge. They must somehow conflate two contradictory elements: natural science information and compelling storytelling. Looking at the roots of classical narrative, we can better understand why audiences have come to crave it. Broadcast television, in turn, caters to audience desire. This combination forces filmmakers to present natural science information in an exciting way, and has led filmmakers to employ time-honored narrative structures as organizing strategies. While audiences seem to favor material presented this way, it calls the accuracy of the natural science presented into question. This paper will explore how and why the use of narrative became common to natural science filmmaking, illustrate the inherent incompatibilities between the narrative and natural science, and consider the repercussions of this filmmaking model.