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Session Type: Symposium
Resolving global problems (e.g., climate change) requires decision-makers who can see problems through an intersection of disciplines and perspectives, and identify the root causes of disparate and inequitable outcomes between groups. As such, there is an urgent need to develop systems-thinking skills in learners so that they are able to address the interdisciplinarity and intersectionality fundamental to complex socio-scientific challenges when acting as decision-makers. This session highlights how storytelling can be used as a pedagogical approach to building systems-thinking and collaboration skills in informal learning environments. Research presented includes examples of how podcasts, graphic novels, and theatre can be used as storytelling approaches. This interactive session brings together scholars who work in community-based partnerships around North America, India, and Bhutan.
"Misinformation" as Socioscientific Expertise in Student Podcast Development - Andrew D Coppens, University of New Hampshire; Sara Clarke-De Reza, Washington College
Voices to Hear: What Podcasts as a Storytelling Avenue Reveal About Systems Thinking - Shakuntala Devi Gopal, University of Arizona; Anne L. Kern, University of Idaho; Rose E. Honey, Independent Consultant; Julie Poynsenby, Coeur d'Alene Tribe of Indians; Christine Meyer, Coeur d'Alene Tribe of Indians
Learning About Environmental Decision Making in the Bhutan Himalayas Through Podcasting - Sameer Honwad, University at Buffalo - SUNY
Creating Comics About COVID-19 to Understand the Intersections Between Science, Community, and Equity - Ryan M. Rish, University at Buffalo - SUNY
Investigating Artist-Scientist-Educator Collaborations for Informal Science Learning and Environmental Decision Making - Amy E. Lesen, Tulane University; Ama Rogan, Tulane University
Stories for Change: Storytelling as a Strategy for Critical Action Education - Renato Carvalho, University of Toronto; Erfane Ghasempour, University of Toronto; Preeti Raman, Massachusetts Institute of Technology; James D. Slotta, University of Toronto