Fluid Mechanics Education Using Japanese Anime: Examples from "Castle in the Sky" by Hayao Miyazaki

Autor/inn/en	Ryu, Sangjin; Zhang, Haipeng; Peteranetz, Markeya; Daher, Tareq
Titel	Fluid Mechanics Education Using Japanese Anime: Examples from "Castle in the Sky" by Hayao Miyazaki
Quelle	In: Physics Teacher, 58 (2020) 4, S.230-233 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
Schlagwörter	Undergraduate Students; Popular Culture; Cartoons; Novels; Science Instruction; Teaching Methods; Instructional Materials; Learner Engagement; Physics; High School Students + Suchen Sie Ihr Suchwort? Popkultur; Zeichentrickfilm; Novel; Roman; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Physik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Current K-12 and undergraduate students have grown up with constant exposure to visual popular culture (e.g., movies, TV programs, graphic novels, etc.). Because youth find pop culture references in the classroom to be engaging, many science and engineering instructors have shown that examples found in visual pop culture can be used to teach science and engineering concepts. One recent study on the efficacy of using pop culture for instruction found that high school students learning from graphic-novel style comics acquired deeper understanding of complex subject matter and reported higher engagement with the instructional materials as compared to students learning from traditional text materials. Furthermore, the increased engagement with the instructional comics was even greater for students who were less likely to self-identify as a "science person." (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01