Use of Slowmation in Biology Teaching

Abstract

The purpose of the study was to investigate the views of preservice teachers about use of slowmation in biology teaching. In the study, descriptive model was used. The participants were 12 third-grade preservice teachers in the department of Biology Education at Ziya Gökalp Education Faculty of Dicle University in the Spring Term of the academic year of 2016-2017. The research data were collected via observations and semi-structured interviews. In the research process slowmation activities were carried out with preservice biology teachers and at the end of these activities the preservice teachers’ views about the activities were determined. The data collected in the study were analyzed using the content analysis method. As revealed by the analysis of the data, the preservice teachers thought that the slowmation activities contributed to the development of some 21st century skills such as creativity, communication and cooperation skills, information literacy, research skills, technology and media literacy skills. In addition, the preservice teachers reported that the process of creating slowmation was interesting and that they entertained in the process. On the other hand, the preservice teachers also stated that it was difficult to create scenarios and that they experienced problems with the materials used. Moreover, it was seen that the preservice teachers faced problems with the video editing software and that they experienced disputes regarding the distribution of duties during group works. The preservice teachers also put forward suggestions regarding the use of slowmation activities in biology teaching saying that teachers and students could work together in the application process; that activities could be carried out to summarize the subject and to increase permanency; and that different tools and software programs could be used.

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

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Mental model development of preservice science teachers with slow-motion animation and visual material: The case of circulatory system

“…In the dimension of learning and renewal, 21st century skills showed positive improvements in creativity and renewal, critical thinking and problem solving, communication and cooperation skills. The technique also contributes to the understanding of difficult and difficult subjects using simple materials, is effective in understanding abstract subjects, and, at the same time, students actively participate and contribute to their creativity (Atalay & Belet Boyacı, 2019;Chang et al, 2009;Ekici & Ekici, 2011;Fleer & Hoban, 2012;Hoban & Nielsen, 2010Karakoyun & Yapıcı, 2018;Uzun & Karaman, 2015). Further, studies have shown that slow-motion animation develops the mental models of students (Akaygun 2016; Church et al 2007;Mills et al 2018;Uzun, 2015).…”

Making science come alive : Student-generated stop-motion animations in science education

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