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Making and Thinking Movies in the Science Classroom

Making and Thinking Movies in the Science Classroom

Lauren Angelone
Copyright: © 2012 |Pages: 21
ISBN13: 9781466600683|ISBN10: 1466600683|EISBN13: 9781466600690
DOI: 10.4018/978-1-4666-0068-3.ch013
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MLA

Angelone, Lauren. "Making and Thinking Movies in the Science Classroom." Cases on Inquiry through Instructional Technology in Math and Science, edited by Lesia Lennex and Kimberely Fletcher Nettleton, IGI Global, 2012, pp. 367-387. https://doi.org/10.4018/978-1-4666-0068-3.ch013

APA

Angelone, L. (2012). Making and Thinking Movies in the Science Classroom. In L. Lennex & K. Nettleton (Eds.), Cases on Inquiry through Instructional Technology in Math and Science (pp. 367-387). IGI Global. https://doi.org/10.4018/978-1-4666-0068-3.ch013

Chicago

Angelone, Lauren. "Making and Thinking Movies in the Science Classroom." In Cases on Inquiry through Instructional Technology in Math and Science, edited by Lesia Lennex and Kimberely Fletcher Nettleton, 367-387. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0068-3.ch013

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Abstract

Making movies in the science classroom can be an engaging way to teach and assess science content understanding, but it can also be a way to encourage students to be critical of the media that is becoming more and more a part of their everyday lives. In this chapter, the author describes a sample inquiry-based project in which students created movies to learn science content. Background is given on classroom management, materials, movie-making basics, and assessment. The project is also framed by critical media literacy, which keeps in mind not only the messages that media products can send, but the messages the tools themselves may also send. In this way, students and teachers not only make movies, but think movies in the science classroom.

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