DESIGN THINKING TOOLS FOR SCIENTIFIC STORYTELLING: A DIDACTIC INNOVATION

Detalhes bibliográficos
Autor(a) principal: Rodrigues, R.
Data de Publicação: 2019
Outros Autores: Baptista, A. E. [UNESP], Chova, L. G., Martinez, A. L., Torres, I. C.
Tipo de documento: Artigo de conferência
Idioma: eng
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://hdl.handle.net/11449/195450
Resumo: What if scientists thought like designers? Would they be more creative? Design is a process of invention. If scientists thought like designers, they would probably seethe scientific path as a creation process. With this context in mind, we have designed an approach to teaching and learning the scientific storytelling structure by using the Design Thinking framework [1], and the design thinking tool visualization, and the conceptual constructs frame [2,3] and cognitive narrative [4]. We argue that scientific stories are conceptually straightforward. They explain a problem and describe a solution. The simple structure PROBLEM -> SOLUTION can be unfolded in different ways, depending on where the researcher wants to go. Imagine you are a Health Scientist from Alabama, and you have decided to conduct an experiment to learn how the children's health system of Alabama can improve health care. This is the PROBLEM you set out to solve. When you start to dig in, you realize that you need a journey mapping in order to visualize a path and test some assumptions, recognize patterns and draw conclusions. After walking through this path, you come up with a viable SOLUTION. Then you realize that your solution (X) brings a BENEFIT, and it can be applied to other situations, to help the accomplishment of Y, for instance, the development of a new computational tool to be implemented in X-like scenarios. You get so excited about your findings that you decide to begin a new path, as you realize that you have actually come up with a DIRECTION that can be applied to other fields. When we contextualize the PROBLEM -> SOLUTION structure by activating and integrating elements such as picturing a scene, picking some characters, imagining situations, adding some movement, we tell a story as we encapsulate these elements into a compact package, knowledge, information, and emotion. There is evidence that we remember things that are tied to an emotion and that stories make facts memorable [5]. Besides, stories are a fundamental way in which the brain organizes information [6], as we categorize experiences as events [7]. For both science communication and educational processes, stories are thus a valuable source of knowledge retention and knowledge transfer. When we model the scientific storytelling, we come up with a higher (cognitive) narrative. In the example, the higher narrative is PROBLEM -> SOLUTION -> BENEFIT -> DIRECTION. By modeling the scientific storytelling, we present an innovative approach for teaching and learning scientific writing, which stimulates not only the logical reasoning but also the creative process. In addition, this approach has the potential to be implemented in applications designed to assist the writing process.
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spelling DESIGN THINKING TOOLS FOR SCIENTIFIC STORYTELLING: A DIDACTIC INNOVATIONScientific StorytellingDesign ThinkingCreative ProcessWriting ProcessDidactic InnovationWhat if scientists thought like designers? Would they be more creative? Design is a process of invention. If scientists thought like designers, they would probably seethe scientific path as a creation process. With this context in mind, we have designed an approach to teaching and learning the scientific storytelling structure by using the Design Thinking framework [1], and the design thinking tool visualization, and the conceptual constructs frame [2,3] and cognitive narrative [4]. We argue that scientific stories are conceptually straightforward. They explain a problem and describe a solution. The simple structure PROBLEM -> SOLUTION can be unfolded in different ways, depending on where the researcher wants to go. Imagine you are a Health Scientist from Alabama, and you have decided to conduct an experiment to learn how the children's health system of Alabama can improve health care. This is the PROBLEM you set out to solve. When you start to dig in, you realize that you need a journey mapping in order to visualize a path and test some assumptions, recognize patterns and draw conclusions. After walking through this path, you come up with a viable SOLUTION. Then you realize that your solution (X) brings a BENEFIT, and it can be applied to other situations, to help the accomplishment of Y, for instance, the development of a new computational tool to be implemented in X-like scenarios. You get so excited about your findings that you decide to begin a new path, as you realize that you have actually come up with a DIRECTION that can be applied to other fields. When we contextualize the PROBLEM -> SOLUTION structure by activating and integrating elements such as picturing a scene, picking some characters, imagining situations, adding some movement, we tell a story as we encapsulate these elements into a compact package, knowledge, information, and emotion. There is evidence that we remember things that are tied to an emotion and that stories make facts memorable [5]. Besides, stories are a fundamental way in which the brain organizes information [6], as we categorize experiences as events [7]. For both science communication and educational processes, stories are thus a valuable source of knowledge retention and knowledge transfer. When we model the scientific storytelling, we come up with a higher (cognitive) narrative. In the example, the higher narrative is PROBLEM -> SOLUTION -> BENEFIT -> DIRECTION. By modeling the scientific storytelling, we present an innovative approach for teaching and learning scientific writing, which stimulates not only the logical reasoning but also the creative process. In addition, this approach has the potential to be implemented in applications designed to assist the writing process.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Fed Inst Educ Sci & Technol Sao Paulo, Sao Paulo, BrazilCase Western Reserve Univ, Cleveland, OH 44106 USASao Paulo State Univ, Sao Paulo, BrazilSao Paulo State Univ, Sao Paulo, BrazilFAPESP: 2017/15988-2Iated-int Assoc Technology Education & DevelopmentFed Inst Educ Sci & Technol Sao PauloCase Western Reserve UnivUniversidade Estadual Paulista (Unesp)Rodrigues, R.Baptista, A. E. [UNESP]Chova, L. G.Martinez, A. L.Torres, I. C.2020-12-10T17:35:00Z2020-12-10T17:35:00Z2019-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObject7120-712613th International Technology, Education And Development Conference (inted2019). Valenica: Iated-int Assoc Technology Education & Development, p. 7120-7126, 2019.2340-1079http://hdl.handle.net/11449/195450WOS:0005410422020349313529255111902Web of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPeng13th International Technology, Education And Development Conference (inted2019)info:eu-repo/semantics/openAccess2021-10-23T09:26:47Zoai:repositorio.unesp.br:11449/195450Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T20:28:03.294422Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv DESIGN THINKING TOOLS FOR SCIENTIFIC STORYTELLING: A DIDACTIC INNOVATION
title DESIGN THINKING TOOLS FOR SCIENTIFIC STORYTELLING: A DIDACTIC INNOVATION
spellingShingle DESIGN THINKING TOOLS FOR SCIENTIFIC STORYTELLING: A DIDACTIC INNOVATION
Rodrigues, R.
Scientific Storytelling
Design Thinking
Creative Process
Writing Process
Didactic Innovation
title_short DESIGN THINKING TOOLS FOR SCIENTIFIC STORYTELLING: A DIDACTIC INNOVATION
title_full DESIGN THINKING TOOLS FOR SCIENTIFIC STORYTELLING: A DIDACTIC INNOVATION
title_fullStr DESIGN THINKING TOOLS FOR SCIENTIFIC STORYTELLING: A DIDACTIC INNOVATION
title_full_unstemmed DESIGN THINKING TOOLS FOR SCIENTIFIC STORYTELLING: A DIDACTIC INNOVATION
title_sort DESIGN THINKING TOOLS FOR SCIENTIFIC STORYTELLING: A DIDACTIC INNOVATION
author Rodrigues, R.
author_facet Rodrigues, R.
Baptista, A. E. [UNESP]
Chova, L. G.
Martinez, A. L.
Torres, I. C.
author_role author
author2 Baptista, A. E. [UNESP]
Chova, L. G.
Martinez, A. L.
Torres, I. C.
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Fed Inst Educ Sci & Technol Sao Paulo
Case Western Reserve Univ
Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Rodrigues, R.
Baptista, A. E. [UNESP]
Chova, L. G.
Martinez, A. L.
Torres, I. C.
dc.subject.por.fl_str_mv Scientific Storytelling
Design Thinking
Creative Process
Writing Process
Didactic Innovation
topic Scientific Storytelling
Design Thinking
Creative Process
Writing Process
Didactic Innovation
description What if scientists thought like designers? Would they be more creative? Design is a process of invention. If scientists thought like designers, they would probably seethe scientific path as a creation process. With this context in mind, we have designed an approach to teaching and learning the scientific storytelling structure by using the Design Thinking framework [1], and the design thinking tool visualization, and the conceptual constructs frame [2,3] and cognitive narrative [4]. We argue that scientific stories are conceptually straightforward. They explain a problem and describe a solution. The simple structure PROBLEM -> SOLUTION can be unfolded in different ways, depending on where the researcher wants to go. Imagine you are a Health Scientist from Alabama, and you have decided to conduct an experiment to learn how the children's health system of Alabama can improve health care. This is the PROBLEM you set out to solve. When you start to dig in, you realize that you need a journey mapping in order to visualize a path and test some assumptions, recognize patterns and draw conclusions. After walking through this path, you come up with a viable SOLUTION. Then you realize that your solution (X) brings a BENEFIT, and it can be applied to other situations, to help the accomplishment of Y, for instance, the development of a new computational tool to be implemented in X-like scenarios. You get so excited about your findings that you decide to begin a new path, as you realize that you have actually come up with a DIRECTION that can be applied to other fields. When we contextualize the PROBLEM -> SOLUTION structure by activating and integrating elements such as picturing a scene, picking some characters, imagining situations, adding some movement, we tell a story as we encapsulate these elements into a compact package, knowledge, information, and emotion. There is evidence that we remember things that are tied to an emotion and that stories make facts memorable [5]. Besides, stories are a fundamental way in which the brain organizes information [6], as we categorize experiences as events [7]. For both science communication and educational processes, stories are thus a valuable source of knowledge retention and knowledge transfer. When we model the scientific storytelling, we come up with a higher (cognitive) narrative. In the example, the higher narrative is PROBLEM -> SOLUTION -> BENEFIT -> DIRECTION. By modeling the scientific storytelling, we present an innovative approach for teaching and learning scientific writing, which stimulates not only the logical reasoning but also the creative process. In addition, this approach has the potential to be implemented in applications designed to assist the writing process.
publishDate 2019
dc.date.none.fl_str_mv 2019-01-01
2020-12-10T17:35:00Z
2020-12-10T17:35:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/conferenceObject
format conferenceObject
status_str publishedVersion
dc.identifier.uri.fl_str_mv 13th International Technology, Education And Development Conference (inted2019). Valenica: Iated-int Assoc Technology Education & Development, p. 7120-7126, 2019.
2340-1079
http://hdl.handle.net/11449/195450
WOS:000541042202034
9313529255111902
identifier_str_mv 13th International Technology, Education And Development Conference (inted2019). Valenica: Iated-int Assoc Technology Education & Development, p. 7120-7126, 2019.
2340-1079
WOS:000541042202034
9313529255111902
url http://hdl.handle.net/11449/195450
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 13th International Technology, Education And Development Conference (inted2019)
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dc.format.none.fl_str_mv 7120-7126
dc.publisher.none.fl_str_mv Iated-int Assoc Technology Education & Development
publisher.none.fl_str_mv Iated-int Assoc Technology Education & Development
dc.source.none.fl_str_mv Web of Science
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
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reponame_str Repositório Institucional da UNESP
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repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
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