Creating a narrated stop-motion animation to explain science: The affordances of “Slowmation” for generating discussion

Hoban, Garry; Nielsen, Wendy

doi:10.1016/j.tate.2014.04.007

Cited by 48 publications

(36 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such experiences may enhance preservice teachers' confidence in using technology before they enter their science methods courses. Furthermore, creating instructional opportunities for preservice teachers to plan and implement technology‐rich lessons during their field placements would help them witness the use of such devices to promote student learning (Hoban & Nielsen, ).…”

Section: Discussionmentioning

confidence: 99%

Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

et al. 2019

View full text Add to dashboard Cite

The growing popularity of mobile technologies in educational settings, from grade schools through college, has prompted science educators to prepare preservice teachers to successfully integrate technology into science teaching. This mixed-methods study explores the effectiveness of a mobile technology-based physics curriculum, Exploring Physics, on preservice elementary teachers' technology self-efficacy. Participants included 67 preservice elementary teachers enrolled in a specialized physics content course at a large public university in the United States. The experimental group (N = 34) used the Exploring Physics curriculum on iPads, and the comparison group (N = 33) used a hardcopy version of a similar curriculum. Data sources included a technology self-efficacy survey administered as pre-and posttests, focus group and individual interviews with 24 participants at two time points, weekly classroom observations, and artifacts. Data analyses included repeated measures analysis of variance and posthoc t tests with Bonferroni adjustments and grounded theory techniques.The results showed significant positive changes in the experimental group participants' technology self-efficacy.In contrast, there was a significant decrease in the comparison group participants' technology self-efficacy.

show abstract

Section: Discussionmentioning

confidence: 99%

Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Importantly, the stop-motion construction process was halted several times enabling preservice teachers to check, discuss and revise information (Hoban & Nielsen, 2014). Thus the construction process enables an ongoing interplay between existing knowledge (interpretant), content from the Internet such as Wikipedia or YouTube clips (referent) and the ideas being documenting in the representations (representamen).…”

Section: Discussionmentioning

confidence: 99%

“…Slowmation is a visualization technique involving model-making, which is an important part of science learning (Gilbert, 2007;Phillips, Norris, & Macnab, 2010). Whilst there have been studies on the process that preservice teachers use in constructing a slowmation (Hoban & Nielsen, 2010), the type and sequences of representations in construction (Hoban, Loughran, & Nielsen, 2011) and the nature of learning (Hoban & Nielsen, 2012) and social interactions (Hoban & Nielsen, 2014), there has not been a study on the design process of making a slowmation as a digital teaching resource.…”

Section: Designing a Digital Teaching Resource To Explain Phases Of Tmentioning

confidence: 99%

Designing a digital teaching resource to explain phases of the moon: A case study of preservice elementary teachers making a slowmation

Nielsen

Hoban

2015

J Res Sci Teach

Self Cite

View full text Add to dashboard Cite

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. AbstractThis research studied a group of three preservice elementary teachers creating a narrated stop-motion animation (Slowmation) from start to finish in three 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 b...

show abstract

“…However, Hoban and colleagues did not originally address other stages commonly found in the classroom context where student teachers working in groups will discuss their work with, and show it off, to each other. In a later paper though, Hoban & Nielsen (2014) acknowledge the importance of peer discussion and, using a case study of three primary school teacher trainees, analyse its contributions to pupil understanding. However, in the classroom, the tutor will also organise a plenary showing the class all the animations constructed in the session and orchestrate associated whole class discussion.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Indeed Bennett, Lubben, Hogarth, Campbell & Robinson (2004) point out in their review of research on small-group discussions in secondary school science teaching that such discussions are a means of helping pupils explore their ideas and move from understandings that may often be naïve to towards more valid scientific ideas. Using discourse analysis of three of their primary school student teachers' discussion when making a 'slowmation' on the phases of the moon enabled Hoban & Nielsen (2014) to identify four affordances of this process that apparently enabled learning. These were (i) a need to understand the science in order to explain it; (ii) making models; (iii) stopping to check information; and (iv) sharing personal experiences.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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

Wishart

2017

Journal of Research on Technology in Education

View full text Add to dashboard Cite

This paper 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 teacher training courses from three universities in England. Their discussions whilst making an animation themselves were recorded. Six of the secondary trainees were later interviewed after having taught using animation on 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. Modelling 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.

show abstract

Creating a narrated stop-motion animation to explain science: The affordances of “Slowmation” for generating discussion

Cited by 48 publications

References 35 publications

Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

Impact of mobile technology‐based physics curriculum on preservice elementary teachers' technology self‐efficacy

Designing a digital teaching resource to explain phases of the moon: A case study of preservice elementary teachers making a slowmation

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

Contact Info

Product

Resources

About