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Create to critique: Animation creation as conceptual consolidation

journal contribution
posted on 10.07.2019, 00:00 by Brendan Jacobs, JC Clark
As science teachers, we often show animations and videos in class but there is the potential for students to create their own animations to represent science concepts and thus make their conceptions visible for critique and refinement. This encourages students to be active in their own learning, creating animations rather than just viewing them. This paper will report the findings of a case study, which involved eight children in Years 5 and 6, to describe how explanatory animation creation can be used in the classroom to consolidate students’ conceptualisations.

History

Volume

64

Issue

1

Start Page

26

End Page

36

Number of Pages

11

ISSN

1449-6313

Publisher

Australian Science Teachers Association

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Deakin University

Era Eligible

Yes

Journal

Teaching Science