THE PEDAGOGICAL POWER OF STORYTELLING: A CASE STUDY OF THE TRUE SCIENCE-FICTION BOOK "MELTON"

In a society where support for science is declining, it is imperative that we nurture and develop methods to inspire a new generation of earth scientists and influence public perception of scientific research. Pedagogical research suggests that the tool of storytelling connects learners to content and achieves student learning outcomes. Storytelling, at its basic level, encourages the brain to believe events and experiences are actually happening. The effect is an experience of narrative transportation for the reader. Melton is the first book in a series, titled Rock Nation, of fictional adventures where the main character, Melton, adventures through the rock cycle to discover the stories of rocks he encounters. Melton transports readers into the world of rocks. Readers encounter and interact with geology curriculum through engaging metaphor, an online associated curriculum, and a social media scavenger hunt campaign known as #meltontracker. The power of Melton’s curriculum is in the storytelling where (1) interest is created (2) a structure is provided to remember geologic principles and (3) information is shared. The Rock Nation book series creates a platform to structure classroom engagement, share and disseminate online curriculum, and provide an educational field study to track and evaluate student learning through storytelling. Evaluation will be executed using formative assessment practices: “on the fly”, planned for, and embedded in the curriculum. The fiction format of the book naturally adapts to student learning and pace. Online assessment is accessed via the author’s website and through student-driven responses using the social media scavenger hunt #meltontracker. Where in-person or remote classroom visits are possible, pre- and post-curriculum assessments will be offered. When a geoscientist harnesses the power of storytelling students have the potential to be inspired and positively engaged in science, thereby favorably influencing public opinion of scientific work and institutions.