Garry Hoban is Professor in the Faculty of Social Science at the University of Wollongong, Australia. Wendy Nielsen is Senior Lecturer in the Faculty of Social Science at the University of Wollongong, Australia. Alyce Shepherd is a PhD candidate in the Faculty of Social Science at the University of Wollongong, Australia.

"This timely and innovative book encourages us to ‘flip the classroom’ and empower our students to become content creators. Through creating digital media, they will not only improve their communication skills, but also gain a deeper understanding of core scientific concepts. This book will inspire science academics and science teacher educators to design learning experiences that allow students to take control of their own learning, to generate media that will stimulate them to engage with, learn about, and become effective communicators of science."Professors Susan Jones and Brian F. Yates, Australian Learning and Teaching Council Discipline Scholars for Science"Represents a giant leap forward in our understanding of how digital media can enrich not only the learning of science but also the professional learning of science teachers."Professor Tom Russell, Queen’s University, Ontario, Canada"This excellent edited collection brings together authors at the forefront of promoting media creation in science by children and young people. New media of all kinds are the most culturally significant forms in the lives of learners and the work in this book shows how they can move between home and school and provide new contexts for learning as well as an understanding of key concepts."Dr John Potter, London Knowledge Lab, Dept. of Culture, Communication and Media, University College London, UK

• Part 1. Twenty-first century science education 1. Promoting engagement in science education Wendy Nielsen 2. The case for student-generated digital media assignments in science courses Will Rifkin and Amelia Hine 3. Researching science learning through student-generated digital media Garry Hoban Part 2. Implementation in science discipline and science teacher education courses 4. Creative podcasting in chemistry: A case study Emma Bartle 5. Using digital stories to teach communication skills in the science curriculum Emily Purser 6. Stories and narratives: Using digital stories to learn science Pauline Ross 7. Video interviews in science and engineering for professional perspectives Julian Cox 8. Video blogs: A vehicle to support student-generated representations and explanations in chemistry Gwen Lawrie 9. Student-generated videos for inquiry-oriented projects in environmental science Gerry Rayner 10. Student-generated dynamic worked examples as videos to enhance learning in STEM Iouri Belski and Regina Belski 11. Students’ use of digital video in contemporary science teacher education Matthew Kearney, Kimberley Pressick-Kilborn and Peter Aubusson 12. Developing pedagogical knowledge of pre-service science teachers using slowmation as a shared experience Stephen Keast and Rebecca Cooper 13. Pre-service teachers’ use of slowmation: Developing transformative learning Gillian Kidman 14. Learner reflections on the use of slowmation as a tool for creating effective explanations in a science teacher education program Ruth Amos and Sandra Campbell 15. Using blended media as a pedagogical tool for science learning in the USA Dennis Jablonski 16. Multimedia production to promote an understanding of health literacy and communicate health messages Karma Pearce 17. Musical explanations: Using blended media for learning biochemistry Jessica Vanderlelie Part 3. Predictions for student-generated digital media 18. Future trends for student-generated digital media in science education Alyce Shepherd

Garry Hoban is Professor in the Faculty of Social Science at the University of Wollongong, Australia. Wendy Nielsen is Senior Lecturer in the Faculty of Social Science at the University of Wollongong, Australia. Alyce Shepherd is a PhD candidate in the Faculty of Social Science at the University of Wollongong, Australia.

"This timely and innovative book encourages us to ‘flip the classroom’ and empower our students to become content creators. Through creating digital media, they will not only improve their communication skills, but also gain a deeper understanding of core scientific concepts. This book will inspire science academics and science teacher educators to design learning experiences that allow students to take control of their own learning, to generate media that will stimulate them to engage with, learn about, and become effective communicators of science."Professors Susan Jones and Brian F. Yates, Australian Learning and Teaching Council Discipline Scholars for Science"Represents a giant leap forward in our understanding of how digital media can enrich not only the learning of science but also the professional learning of science teachers."Professor Tom Russell, Queen’s University, Ontario, Canada"This excellent edited collection brings together authors at the forefront of promoting media creation in science by children and young people. New media of all kinds are the most culturally significant forms in the lives of learners and the work in this book shows how they can move between home and school and provide new contexts for learning as well as an understanding of key concepts."Dr John Potter, London Knowledge Lab, Dept. of Culture, Communication and Media, University College London, UK

• Part 1. Twenty-first century science education 1. Promoting engagement in science education Wendy Nielsen 2. The case for student-generated digital media assignments in science courses Will Rifkin and Amelia Hine 3. Researching science learning through student-generated digital media Garry Hoban Part 2. Implementation in science discipline and science teacher education courses 4. Creative podcasting in chemistry: A case study Emma Bartle 5. Using digital stories to teach communication skills in the science curriculum Emily Purser 6. Stories and narratives: Using digital stories to learn science Pauline Ross 7. Video interviews in science and engineering for professional perspectives Julian Cox 8. Video blogs: A vehicle to support student-generated representations and explanations in chemistry Gwen Lawrie 9. Student-generated videos for inquiry-oriented projects in environmental science Gerry Rayner 10. Student-generated dynamic worked examples as videos to enhance learning in STEM Iouri Belski and Regina Belski 11. Students’ use of digital video in contemporary science teacher education Matthew Kearney, Kimberley Pressick-Kilborn and Peter Aubusson 12. Developing pedagogical knowledge of pre-service science teachers using slowmation as a shared experience Stephen Keast and Rebecca Cooper 13. Pre-service teachers’ use of slowmation: Developing transformative learning Gillian Kidman 14. Learner reflections on the use of slowmation as a tool for creating effective explanations in a science teacher education program Ruth Amos and Sandra Campbell 15. Using blended media as a pedagogical tool for science learning in the USA Dennis Jablonski 16. Multimedia production to promote an understanding of health literacy and communicate health messages Karma Pearce 17. Musical explanations: Using blended media for learning biochemistry Jessica Vanderlelie Part 3. Predictions for student-generated digital media 18. Future trends for student-generated digital media in science education Alyce Shepherd