A Design-based Learning Approach For College Student’s Storytelling Animation Creation For Scientific Fallacy Correction

With the rapid development of technology,knowledge and information are explosive growth trend.The feature of internet media is faster,extensive and open,resulting in rumor spreading.Hence,it is critical for modern citizens to increase information literacy,which included critically select and evaluate information from internet.Engaging students to generate multimedia or video artifacts can facilitate meaningful learning.This study attempted to construct a digital storytelling activity,in which the college students team up to make 5-minute science animation videos about science fallacy correction.A design-based learning model was used in this study to promote students to make animation videos and solve problems in the process.55 sophomores majoring in education attended an eight-week,two-hour weekly animation production activity.A specific questionnaire was designed to examine students’ attitude toward science,cooperative competence,and ICT self-efficacy.Students’ perceptions to animation production was collected by semi-structure interview and students’ written reflections.According to the result,student-generated animation through design-based learning is shown to have several benefits.First,it is beneficial for developing students’ attitudes towards science and rational thinking.Second,design-based storytelling animation creation could improve students’ cooperative competence such as communication and negotiation skills.Third,when students were familiar with making animation,it can help to improve their ICT self-efficacy.All in all,this study implemented design-based learning method in digital storytelling activity,which also contributes to science communication and popularization.