Enhancing preservice teacher learning through slowmation animation

• Autores: Gillian Kidman, Stephen Keast, Rebecca Cooper
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 29, no. Extra 4, 2013, págs. 846-855
• Idioma: inglés
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• Resumen

  • This paper is an exploration of conceptual change. It reports on a study which utilizes conceptual status elements, and explores theunique contribution of Slowmation Animation in the conceptual learning of preservice science teachers. 15 short animations werecreated by 55 participants in a single two hour tutorial class as a part of their methods training. Conceptual change was found tooccur when their animation topic challenged their understandings of the processes within the scientific concept. The preservicescience teachers reported an enthusiasm for Slowmation Animation as a method for learning how to learn, as well as forhighlighting what they thought they knew, but didn’t really know.