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

Autor/in	Wishart, Jocelyn
Titel	Exploring How Creating Stop-Motion Animations Supports Student Teachers in Learning to Teach Science
Quelle	In: Journal of Research on Technology in Education, 49 (2017) 1-2, S.88-101 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2017.1291316
Schlagwörter	Student Teachers; Preservice Teacher Education; Teaching Methods; Animation; Science Instruction; Foreign Countries; Holistic Approach; Learning Activities; Student Developed Materials; Video Technology; Data Collection; Semi Structured Interviews; Observation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Holistischer Ansatz; Lernaktivität; Data capture; Datensammlung; Beobachtung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01