Storytelling-Based Teaching and Evaluation Method Through Visualization in Engineering Topics

Abstract

The need for improving teaching methods and shifting from conventional ones to more efficient ways has become more prominent in recent years, especially since the Coronavirus pandemic. Accordingly, the evaluation process must be improved to match the teaching methods. In the current study, a novel storytelling-based teaching and evaluation method is introduced. The method was applied to undergraduate and graduate students to examine their gained knowledge during a one-year course. During the examination, the learners investigate correlations between the course contents and the different contents provided by the teacher and try to support their correlations scientifically. Besides, a friendly relationship with the student considering their emotional, psychological, and scientific dimensions, will be established to increase the learning efficiency through this method. Bloom's taxonomy of educational objectives and affective domains of the bloom's taxonomy will be applied to the learners' responses to score their performance and investigate their scientific learning states as well as their emotional and psychological conditions. A case study of evaluation of a one-year course about microbial fuel cell as one of the renewable energy generation systems was presented in this study. The four-year analysis and the feedback received for this method indicated that its implementation results in deeper learning of the course contents. Therefore, the examination phase also acts as a part of the teaching procedure. The proposed method could be applied to other courses.