Student-Generated Stop-Motion Animation in Science Classes: A Systematic Literature Review

Autor/inn/en	Farrokhnia, Mohammadreza; Meulenbroeks, Ralph F. G.; van Joolingen, Wouter R.
Titel	Student-Generated Stop-Motion Animation in Science Classes: A Systematic Literature Review
Quelle	In: Journal of Science Education and Technology, 29 (2020) 6, S.797-812 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farrokhnia, Mohammadreza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-020-09857-1
Schlagwörter	Science Instruction; Teaching Methods; Animation; Comparative Analysis; Research Reports; Outcomes of Education; Learning Processes; Educational Environment; Prerequisites; Classification; Scaffolding (Teaching Technique); Scientific Concepts; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Lernleistung; Schulerfolg; Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Voraussetzung; Classification system; Klassifikation; Klassifikationssystem; Unterrichtserfolg
Abstract	In recent years, student-generated stop-motion animations (SMAs) have been employed to support sharing, constructing, and representing knowledge in different science domains and across age groups from pre-school to university students. The purpose of this review is to give an overview of research in this field and to synthesize the findings. For this review, 42 publications on student-generated SMA dating from 2005 to 2019 were studied. The publications were systematically categorized on learning outcomes, learning processes, learning environment, and student prerequisites. Most studies were of a qualitative nature, and a significant portion (24 out of 42) pertained to student teachers. The findings show that SMA can promote deep learning if appropriate scaffolding is provided, for example, in terms of presenting general strategies, asking questions, and using expert representations. Also, the science concept that is to be presented as a SMA should be self-contained, dynamic in nature, and not too difficult to represent. Comparative quantitative studies are needed in order to judge the effectiveness of SMA in terms of both cognitive and non-cognitive learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01