Understanding how student‐constructed stop‐motion animations promote mechanistic reasoning: A theoretical framework and empirical evidence

Abstract

Previous studies have documented the promising results from student‐constructed representations, including stop‐motion animation (SMA), in supporting mechanistic reasoning (MR), which is considered an essential thinking skill in science education. Our current study presents theoretically and empirically how student‐constructed SMA contributes to promoting MR. As a theoretical perspective, we propose a framework hypothesizing the link between elements of MR and the construction nature of SMA, that is, chunking and sequencing. We then examined the extent to which this framework was consistent with a multiple‐case study in the domain of static electricity involving five secondary school students constructing and using their own SMA creation for reasoning. In addition, students' reasoning in pre‐ and postconstruction of an SMA was examined. Our empirical findings confirmed our framework by showing that all students identified the basic elements of MR, that is, entities and activities of entities, when engaging in chunking and sequencing. Chunking played a role in facilitating students to identify entities responsible for electrostatic phenomena, and sequencing seemed to elicit students to specify activities of these entities. The analysis of students' reasoning in pre‐ and postconstruction of SMA found that student‐generated SMA has a potential effect on students' retention of the use of MR. Implications for instruction with SMA construction to support MR are discussed.

How We Simplify, Circumvent, or Distort Causal Mechanistic Reasoning in Chemistry

“…The approaches used to simplify or circumvent MER often involve mechanisms that explain how structural differences or changes affect the relative stability of the entities involved. Research in chemistry education shows that novice students often struggle to build such connections but possess cognitive resources that can be leveraged to foster their MER abilities. ,− For example, student understanding can be strengthened by properly using educational resources such as tutorial videos and animations , that facilitate the unpacking of mechanistic relationships. Designing and engaging students in carefully scaffolded tasks that provide a stepwise structure to guide their thinking also support the development of MER. , It is also important to make more explicit to students the concepts we encapsulate, the associations we build, and the simplifications we make, as it opens spaces for students to practice and metacognitively reflect on their abilities to unpack the underlying mechanisms .…”