Designing a Digital Teaching Resource to Explain Phases of the Moon: A Case Study of Preservice Elementary Teachers Making a Slowmation

Autor/inn/en	Nielsen, Wendy; Hoban, Garry
Titel	Designing a Digital Teaching Resource to Explain Phases of the Moon: A Case Study of Preservice Elementary Teachers Making a Slowmation
Quelle	In: Journal of Research in Science Teaching, 52 (2015) 9, S.1207-1233 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21242
Schlagwörter	Preservice Teachers; Science Instruction; Teaching Methods; Animation; Lunar Research; Astronomy; Elementary School Science; Pedagogical Content Knowledge; Interviews; Audiovisual Aids; Audiovisual Instruction; Instructional Design; Scientific Methodology; Methods Courses; Preservice Teacher Education; Scientific Concepts + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Astronomie; Pädagogische Kompetenz; Interviewing; Interviewtechnik; Audiovisuelles Medium; Lesson concept; Lessonplan; Unterrichtsentwurf; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung
Abstract	This research studied a group of three preservice elementary teachers creating a narrated stop-motion animation (Slowmation) from start to finish in 3?hours to explain the challenging concept of "phases of the moon" to elementary school children. The research questions investigated the preservice teachers' learning before and after the construction as well as how the preservice teachers designed the slowmation as a teaching resource. Data collection involved individual interviews immediately before and after the construction in conjunction with analysis of video and audio data collected during the construction process. Before the animation construction, the participants had little understanding of the causes of moon phases and one held an alternative conception. After creating the slowmation all three preservice teachers demonstrated more "elements" of the concept and appeared to resolve an alternative conception. There are two findings from this research: (i) creating a slowmation enabled the preservice teachers to develop more elements to contribute to their understanding of moon phases; (ii) the design of the slowmation was based on breaking the concept into a sequence of sub-concepts that were represented digitally. Designing a digital teaching resource such as a slowmation to explain a concept involves preservice teachers breaking a concept down into coherent parts or "chunks" and representing the concept in multiple ways. This can be done within a science method class and is also a good way for the them to negotiate meanings about a difficult concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01