UNL SCICOMM 2015 - Using Movies to Teach Chemistry Formally and Informally
TLDRThe speaker, a professor, shares his innovative approach to teaching chemistry using movie clips to engage various audiences. He discusses the effectiveness of different movies, his experiences with 'Chemistry Day,' and his philosophy of integrating science communication into his life. His work spans from academic publications to social media, emphasizing the importance of real, relatable chemistry in movies to enhance learning and interest in the subject.
Takeaways
- 🎬 The speaker tested 50 movie clips with a 'real or fake' chemistry quiz, finding some more effective than others in engaging audiences.
- 📈 The effectiveness of movie clips was visually represented by font size, with 'Harry Potter' and 'Apollo 13' being particularly effective.
- 👨🏫 As a professor, the speaker became interested in communicating science after receiving tenure, focusing on three aspects of life and a philosophy of teaching.
- 🎥 Movies serve as a tool to bridge the gap between interest and learning, making science more accessible and engaging for students and general audiences.
- 🧪 'Chemistry Day' was initiated to recruit students to the chemistry program, using a variety of interactive and fun events to engage potential students.
- 🎞️ The speaker's academic side involved using movies to teach chemistry formally, finding that students were more interested in writing assignments when movies were involved.
- 🌟 The speaker developed a method of evaluating movie clips for their educational value, categorizing them into quadrants based on 'wow' factor and teaching utility.
- 📚 A book was written based on the speaker's findings, aiming to be the first of its kind to focus on chemistry in movies and how they accurately represent chemical concepts.
- 💻 Social media was used to promote the book and engage with a wider audience, with the speaker noting the importance of organic followers and genuine engagement.
- 📈 Surveys and assessments were used to gauge the effectiveness of movie clips in teaching, showing that different audiences had similar responses but varied in their 'wow' factor.
- 🏆 'Apollo 13' was identified as the most effective movie clip for teaching, particularly due to its accurate and exciting portrayal of scientific concepts.
Q & A
What is the main focus of the speaker's research?
-The speaker's research focuses on testing the effectiveness of using movie clips to teach chemistry and science concepts, and understanding how these clips connect with audiences of different demographics.
How does the speaker use font size on the slide to convey information?
-The speaker uses font size on the slide to indicate the effectiveness of different movie clips in teaching and engaging the audience, with larger font sizes representing more effective clips.
What role does the speaker have in the academic world?
-The speaker is a professor who has developed a strong interest in communicating science effectively, particularly through the use of movies.
What is 'Chemistry Day' and how did it originate?
-Chemistry Day is an informal science event aimed at recruiting students to the undergraduate chemistry program. It originated from the speaker's idea of how to engage potential students and has been running for 15 years.
How did the speaker initially become interested in using movies for teaching chemistry?
-The speaker's interest in using movies for teaching chemistry began when they noticed that students were more interested in writing assignments about chemistry when a movie was incorporated into the lesson.
What is unique about the speaker's approach to using movies in the classroom?
-The speaker's unique approach involves showing a movie clip, describing the real chemistry related to the clip, and then discussing how it relates to what's happening in the movie, making the learning process more engaging and relevant.
How has the speaker's work been received by different audiences?
-The speaker's work has been well-received by various audiences, including middle school students, senior citizens, and college students. Surveys and feedback indicate that the use of movie clips enhances interest and learning.
What was the outcome of the speaker's survey on the effectiveness of movie clips in teaching?
-The survey showed that the use of movie clips increased the number of students completing writing assignments and that different audiences had varying 'wow' factors but generally agreed on the educational potential of the clips.
How does the speaker utilize social media for their work?
-The speaker uses social media, specifically Facebook, to share content related to chemistry in movies. They post about 10 times per month, sharing unique events and engaging with an organic following.
What publication did the speaker write based on their research?
-The speaker wrote a book about chemistry in movies, which is the first of its kind, focusing on how movies mediate public understanding of chemistry concepts.
What advice does the speaker give for using movie clips in the classroom?
-The speaker advises purchasing DVDs of the movies and using software like Handbrake to extract relevant sections for teaching. They also recommend selecting clips that are both engaging (high 'wow' factor) and educational (high learning potential).
Outlines
🎤 Efficient Communication in Science
The speaker, a professor, shares his experience in effectively communicating science to various audiences. After achieving tenure, he delved into the idea of making science, specifically chemistry, more engaging and understandable. He discusses his journey of using movie clips to teach chemistry, starting with informal science environments like science camps and evolving to formal academic settings. The professor highlights the importance of connecting with the audience and making science appealing to encourage more people to pursue their interests in the field.
🎬 Chemistry in Movies: Bridging the Gap
The speaker elaborates on his unique approach to teaching chemistry through movies. He has analyzed and tested 50 different movie clips to determine their effectiveness in engaging audiences with the subject matter. His book, born from this endeavor, focuses on the accurate portrayal of chemistry in films, which is unusual as movie makers typically consult experts to ensure authenticity. The speaker's social media presence and the surveys he conducts further demonstrate the impact of his method, showing that his approach resonates with a wide range of audiences, from students to senior citizens.
📈 Measuring Impact and Personalizing Learning
In this segment, the professor discusses the quantitative and qualitative assessment of his teaching methods. He uses surveys to gauge the 'wow' factor and learning outcomes of his movie-based lessons. The data collected helps him understand which clips are most effective in teaching chemistry and how they can be utilized better. The professor also emphasizes the personal nature of learning, noting that different audiences have varying reactions to the same content. He concludes by advocating for the integration of movies in classrooms to enhance the learning experience and promote a deeper understanding of chemistry.
Mindmap
Keywords
💡Movie Clips
💡Chemistry
💡Teaching Method
💡Science Communication
💡Tenure
💡Informal Science Environment
💡Writing Assignment
💡Honors Course
💡Social Media
💡Book
💡Survey
💡Professional Development
Highlights
The speaker tested the effectiveness of 50 different movie clips coupled with the question 'is it real or is it fake' to engage audiences.
The font size on the slide indicated which movie clips were most effective, with 'Harry Potter' being very effective and 'Apollo 13' being huge.
These movie clips can be used for teaching both in and out of the classroom.
The speaker is a professor who became interested in communicating science after getting tenure.
The speaker developed a philosophy on what they want to hook onto to make people's lives more interesting and productive.
The speaker believes that people are more likely to do things they're interested in if they know more chemistry and science.
The speaker started with 'Chemistry Day', an informal science environment to recruit students to the chemistry program.
The assessments for 'Chemistry Day' began with simple counts of attendees and surveys about which parts were enjoyed the most.
The speaker gave movie talks at science camps and to senior citizens, finding that using movies made students more interested in assignments.
The speaker taught an honors course and other classes, using movies to enhance learning and interest.
The speaker's 'Chemistry in the Movies' talks began with analyzing how people encounter chemistry in real life through movies.
The speaker developed a new talk each year for 'Chemistry in the Movies', focusing on real chemistry related to the movie clips.
The speaker wrote a book about chemistry in the movies, which was well-received and loved by readers.
The speaker uses social media, particularly Facebook, to reach a wider audience and share their passion for chemistry and movies.
The speaker found that the chemistry portrayed in movies is almost always correct, unlike other sciences like physics.
The speaker has shown movie clips to teachers and senior citizens, using them as a tool for teaching the periodic table and other chemistry concepts.
The speaker created a scatter plot to compare the 'wow' factor of movie clips against their potential for teaching, aiming for high 'wow' and high utility.
Different audiences rate movies in similar quadrants, but the 'wow' factor varies, showing that the personal connection to chemistry learning is universal.
The speaker's academic side includes publications on using movies for teaching and broader impacts, as well as securing funding for related projects.