Exploring How Creating Stop-Motion Animations Supports Student Teachers in Learning to Teach Science

Wishart, Jocelyn (2017) Exploring How Creating Stop-Motion Animations Supports Student Teachers in Learning to Teach Science. Journal of Research on Technology in Education, 49 (1-2). ISSN Print: 1539-1523 Online: 1945-0818

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Official URL: https://doi.org/10.1080/15391523.2017.1291316


This article reports on an exploration of teaching and learning through creating rudimentary stop-motion animations set up to identify how learning opportunities involving stop-motion animations can support student learning and science teacher education. Participants were student teachers, volunteers representing both secondary and primary school teacher training courses, from three universities in England. Their discussions while making an animation themselves were recorded. Six of the secondary trainees were later interviewed after having taught using animation during placement in school. Thematic analysis of the content of the recordings and interviews showed that the student teachers view the opportunities that making an animation creates for peer discussion as the most likely to promote learning. Modeling was also seen as beneficial, though no one particular activity or stage in animation creation stood out as being more effective than another. It is the holistic process of representing and re-representing one's scientific knowledge in different modes that made animation creation appear to be so useful in bringing about and supporting learning. With respect to teacher education, the student science teachers reported that making animations themselves supported them in thinking through the process of how, as teachers, they would need to communicate the underpinning science to others.

Item Type: Article
Subjects: Astronomy Education Research
Depositing User: Mr Saeed Salimpour
Date Deposited: 02 Jun 2018 14:55
Last Modified: 19 Aug 2018 09:25
URI: http://istardb.org/id/eprint/1884

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