Publicação: Volume 35, Number 1,
1 January 2013 , pp. 119-146(28)
Título do artigo: Learning Science through Creating a ‘Slowmation’: A case study of
preservice primary teachers
Autores: Hoban, Garry; Nielsen, Wendy
Abstract:
Many preservice primary teachers have inadequate
science knowledge, which often limits their confidence in implementing the
subject. This paper proposes a new way for preservice teachers to learn science
by designing and making a narrated stop-motion animation as an instructional
resource to explain a science concept. In this paper, a simplified way for
preservice teachers to design and make an animation called ‘slowmation’ (abbreviated
from ‘slow animation’) is exemplified. A case study of three preservice primary
teachers creating one from start to finish over 2 h was conducted to
address the following research question: How do the preservice primary teachers
create a slowmation and how does this process influence their science learning?
The method of inquiry used a case study design involving pre- and
post-individual interviews in conjunction with a discourse analysis of video
and audio data recorded as they created a slowmation. The data illustrate how
the preservice teachers’ science learning was related to their prior knowledge
and how they iteratively revisited the content through the construction of five
representations as a cumulative semiotic progression: (i) research
notes; (ii) storyboard; (iii) models; (iv) digital photographs; culminating in
(v) the narrated animation. This progression enabled the preservice teachers to
revisit the content in each representation and make decisions about which modes
to use and promoted social interaction. Creating a slowmation facilitated the
preservice teachers’ learning about the life cycle of a ladybird beetle and
revised their alternative conceptions.
Keywords: Animation; Conceptual change; Multimodal representation; Semiotics; Slowmation; Technology
