Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry

Autor/inn/en	Yaseen, Zeynep; Aubusson, Peter
Titel	Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry
Quelle	In: Research in Science Education, 50 (2020) 2, S.529-548 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yaseen, Zeynep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9700-4
Schlagwörter	Animation; High School Students; Grade 11; Secondary School Science; Chemistry; Scientific Concepts; Misconceptions; Science Instruction; Expertise; Discussion (Teaching Technique); Student Attitudes; Instructional Effectiveness + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Chemie; Missverständnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Expert appraisal; Schülerverhalten; Unterrichtserfolg
Abstract	This article describes an investigation into teaching and learning with student-generated animations combined with a representational pedagogy. In particular, it reports on interactive discussions that were stimulated by the students' own animations as well as their critiques of experts' animations. Animations representing views of states of matter provided a vehicle by which to investigate learning in a series of lessons. The study was implemented with Year 11 high school students. After students constructed, presented and discussed their animations, they watched and critiqued experts' animations. They were then interviewed about the teaching-learning process. Most students (91%) spoke positively about follow-up discussion classes, saying that their previous conceptions and understanding of states of matter had improved. They explained that they had identified some alternative conceptions, which they had held regarding states of matter and explained how their conceptions had changed. They reported that the teaching/learning process had helped them to develop a deeper understanding of the changing states of matter. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01