Creating a Digital Explanation in Preservice Teacher Education: Scientific Knowledge Represented in a Digital Artefact

Nielsen, Wendy; Turney, Annette; Georgiou, Helen; Jones, Pauline

doi:10.1007/978-3-030-56047-8_10

Cited by 2 publications

(1 citation statement)

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“…We address one type of dynamic models, viz., stop-motion animation (SMA), for which its value in science learning has been positively evaluated in a number of studies (Farrokhnia et al, 2020). Benefits of student-generated SMAs that have been found are fostering conceptual understanding (Mills et al, 2019;Nielsen et al, 2020a), encouraging to engage with science content (Brown et al, 2013;Hoban, 2020;Orraryd & Tibell, 2021), promoting discussions (Hoban & Nielsen, 2014;Mills et al, 2019), and facilitating the construction of scientific explanations (Berg et al, 2019;Hoban et al, 2011;Nielsen et al, 2020b). Creating SMAs as a learning approach promoted students' interest in learning science and geology (Mills et al, 2020), advanced their communication skills (Deaton et al, 2013;Fridberg & Redfors, 2018) and increased intrinsic motivation for science (Kamp & Deaton, 2013;Vratulis et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Mechanistic reasoning (MR), which is a form of causal reasoning, is an essential aspect of science education. To support students in developing MR, students in this series of studies were tasked with constructing and using a model in the form of a stop-motion animation (SMA). In SMA students create a sequence of frames (images) representing a natural phenomenon. After creating the SMA, they were asked to explain the phenomenon on the basis of their own model. This dissertation describes four separate studies that were conducted to address the main research question: How can student-constructed SMAs be used as a pedagogical approach to support students in developing MR? Our studies show, both theoretically and empirically, that the specific nature of SMA construction, i.e., breaking up a natural phenomenon in chunks and then sequencing these chunks in order to create the SMA, played a crucial role as a cognitive support for students in developing key elements of MR. Based on the findings, our studies suggest practical implications regarding for implementing SMA construction activities in a science classroom to support students’ MR. The results contribute to a more comprehensive understanding of the implementation of SMA-based modeling in science classrooms that supports students in developing MR, in particular, and in science learning, in general.

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Section: Introductionmentioning

confidence: 99%

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The EnTPACK rubric: development, validation, and reliability of an instrument for measuring pre-service science teachers’ enacted TPACK

Aumann,

Schnebel,

Weitzel

2023

Front. Educ.

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Science instruction can benefit from the use of digital technologies if pre-service teachers are given opportunities to acquire Technological Pedagogical And Content Knowledge (TPACK) as part of their studies. However, the prevailing self-report approach to TPACK measurement does not allow conclusions to be drawn about enacted TPACK, which is rarely assessed in real classroom situations. In addition, instruments designed to measure TPACK enactment lack descriptive clarity and no single instrument is used to assess the three relevant phases of teacher competencies (lesson planning, implementation, and reflection). The present paper addresses this gap by presenting the development and validation of a comprehensive rubric for assessing the enacted TPACK of pre-service science teachers. To operationalize the “fuzzy” aspects of the framework, the rubric targets a specific use of digital media and instructional approach in science teaching: student-generated explainer videos and animations. At the core of the development process is a theory- and literature-based systematic review of (1) existing instruments for assessing pre-service science teachers’ enacted TPACK and (2) instructional criteria for student-generated explainer videos in science classes. The resulting rubric allows valid conclusions given the appropriate conditions, has demonstrated reliability, and excels due to its specific focus, high degree of differentiation, systematic grounding in theory and literature, objective grading criteria, and comprehensive applicability to all three phases of teacher competencies.

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Creating a Digital Explanation in Preservice Teacher Education: Scientific Knowledge Represented in a Digital Artefact

Cited by 2 publications

References 20 publications

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The EnTPACK rubric: development, validation, and reliability of an instrument for measuring pre-service science teachers’ enacted TPACK

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