| Résumé: | Making sense in science learning by establishing relevance has been in the minds of
educators since the 1980s. Science learning could make use of an instructional strategy
that matches the current learning trend and allow the students to relate with what they
are learning. The narrative elements of digital stories incorporate real life issues to be
conveyed in a relatable way in science learning. This research explored the potential of
digital storytelling in establishing relevancy in science learning by focusing on the
process and product of digital storytelling that were done based on a societal issue that
is air pollution. Students generate digital stories and it is a complementary strategy that
can be used both inside and outside of the science classroom. This research also
described the experience and challenges of using digital storytelling in creating
relevancy for science learning. This research adopted a qualitative research design
where convenience sampling was used to select the samples who are the Form One
students from a rural school in Sabah, Malaysia. Students were introduced to digital
storytelling through a workshop and were asked to produce digital stories regarding air
pollution. Construction of the digital stories were guided by a Five Stage storyboard
and Microsoft Photo Story 3 was used to create the digital stories. Observation,
interviews, and digital artifact analysis were used to collect the findings. This research
concluded that digital stories produced by students on air pollution topic has potential
to create relevance in science learning through offering one of a kind experience that is
authentic, emotional, and empowering experience on air pollution. It was found that
students could gain benefits but also face several challenges from digital storytelling
experience in creating relevance for science learning. Some implications and
recommendations for future research were also discussed.
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