Using Pop-Culture to Engage Students in the Classroom

Nicolas Dietrich; Mélanie Jimenez; Manuel Souto; Aaron W. Harrison; Christophe Coudret; Eric Olmos

doi:10.1021/acs.jchemed.0c00233

Using Pop-Culture to Engage Students in the Classroom

Nicolas Dietrich^*, Mélanie Jimenez, Manuel Souto, Aaron W. Harrison, Christophe Coudret, Eric Olmos

^*Corresponding author for this work

Biomedical Engineering

Research output: Contribution to journal › Article › peer-review

18 Citations (Scopus)

Abstract

Herein, we describe how video games, TV shows, or movies have been used to provide an innovative framework for students to think about chemistry and chemical engineering. The main objective of this paper is to show how science can be linked with pop-culture, to provide educators with recent materials to use in classrooms, and to discuss the benefits and limitations of such tools. The video games Fortnite, Spiderman, and Angry Birds, the TV shows Game of Thrones and Breaking Bad, the Marvel movies, and the animated programs Raving Rabbids and Dragon Ball are used to illustrate different approaches to engage with students and encourage them to learn in a more recreational environment.

Original language	English
Pages (from-to)	896-906
Number of pages	11
Journal	Journal of Chemical Education
Volume	98
Issue number	3
Early online date	26 Jan 2021
DOIs	https://doi.org/10.1021/acs.jchemed.0c00233
Publication status	Published - 9 Mar 2021

Keywords

Chemical Engineering
Collaborative/Cooperative Learning
Communication/Writing
General Public
History/Philosophy
Humor/Puzzles/Games
Inquiry-Based/Discovery Learning
Physical Properties
Reactions
Student-Centered Learning

Access to Document

10.1021/acs.jchemed.0c00233

https://eprints.gla.ac.uk/232928/

Cite this

@article{4c20d874a2f841a9b9053139065b7ddf,

title = "Using Pop-Culture to Engage Students in the Classroom",

abstract = "Herein, we describe how video games, TV shows, or movies have been used to provide an innovative framework for students to think about chemistry and chemical engineering. The main objective of this paper is to show how science can be linked with pop-culture, to provide educators with recent materials to use in classrooms, and to discuss the benefits and limitations of such tools. The video games Fortnite, Spiderman, and Angry Birds, the TV shows Game of Thrones and Breaking Bad, the Marvel movies, and the animated programs Raving Rabbids and Dragon Ball are used to illustrate different approaches to engage with students and encourage them to learn in a more recreational environment.",

keywords = "Chemical Engineering, Collaborative/Cooperative Learning, Communication/Writing, General Public, History/Philosophy, Humor/Puzzles/Games, Inquiry-Based/Discovery Learning, Physical Properties, Reactions, Student-Centered Learning",

author = "Nicolas Dietrich and M{\'e}lanie Jimenez and Manuel Souto and Harrison, {Aaron W.} and Christophe Coudret and Eric Olmos",

year = "2021",

month = mar,

day = "9",

doi = "10.1021/acs.jchemed.0c00233",

language = "English",

volume = "98",

pages = "896--906",

journal = "Journal of Chemical Education",

issn = "0021-9584",

publisher = "American Chemical Society",

number = "3",

}

TY - JOUR

T1 - Using Pop-Culture to Engage Students in the Classroom

AU - Dietrich, Nicolas

AU - Jimenez, Mélanie

AU - Souto, Manuel

AU - Harrison, Aaron W.

AU - Coudret, Christophe

AU - Olmos, Eric

PY - 2021/3/9

Y1 - 2021/3/9

N2 - Herein, we describe how video games, TV shows, or movies have been used to provide an innovative framework for students to think about chemistry and chemical engineering. The main objective of this paper is to show how science can be linked with pop-culture, to provide educators with recent materials to use in classrooms, and to discuss the benefits and limitations of such tools. The video games Fortnite, Spiderman, and Angry Birds, the TV shows Game of Thrones and Breaking Bad, the Marvel movies, and the animated programs Raving Rabbids and Dragon Ball are used to illustrate different approaches to engage with students and encourage them to learn in a more recreational environment.

AB - Herein, we describe how video games, TV shows, or movies have been used to provide an innovative framework for students to think about chemistry and chemical engineering. The main objective of this paper is to show how science can be linked with pop-culture, to provide educators with recent materials to use in classrooms, and to discuss the benefits and limitations of such tools. The video games Fortnite, Spiderman, and Angry Birds, the TV shows Game of Thrones and Breaking Bad, the Marvel movies, and the animated programs Raving Rabbids and Dragon Ball are used to illustrate different approaches to engage with students and encourage them to learn in a more recreational environment.

KW - Chemical Engineering

KW - Collaborative/Cooperative Learning

KW - Communication/Writing

KW - General Public

KW - History/Philosophy

KW - Humor/Puzzles/Games

KW - Inquiry-Based/Discovery Learning

KW - Physical Properties

KW - Reactions

KW - Student-Centered Learning

UR - http://www.scopus.com/inward/record.url?scp=85100729679&partnerID=8YFLogxK

U2 - 10.1021/acs.jchemed.0c00233

DO - 10.1021/acs.jchemed.0c00233

M3 - Article

AN - SCOPUS:85100729679

SN - 0021-9584

VL - 98

SP - 896

EP - 906

JO - Journal of Chemical Education

JF - Journal of Chemical Education

IS - 3

ER -

Using Pop-Culture to Engage Students in the Classroom

Abstract

Keywords

Access to Document

Other files and links

Fingerprint

Cite this