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首页> 外文期刊>Journal of research in science teaching >Slowmation: Preservice Elementary Teachers Representing Science Knowledge Through Creating Multimodal Digital Animations
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Slowmation: Preservice Elementary Teachers Representing Science Knowledge Through Creating Multimodal Digital Animations

机译：慢动作：职前小学教师通过创建多模式数字动画来表示科学知识

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摘要

Research has identified the value of learners using technology to construct their own representations of science concepts. In this study, we investigate how learners, such as preservice elementary teachers, design and make a narrated animation to represent their science knowledge. The type of animation exemplified is called a "Slowmation" (abbreviated from "Slow Animation"), which is a simplified way for preservice teachers to make an animation that integrates features from claymation, object animation, and digital storytelling. Drawing on semiotic theory, a case study of three preservice elementary teachers, who were audio and video recorded as they created a slowmation, illustrates how the construction process enabled them to engage with a science concept in multiple ways. Findings suggest that when preservice teachers create a slowmation, they design and make a sequence of five representations, each being a semiotic system with particular affordances that link as a semiotic progression: (i) research notes; (ii) storyboard; (iii) models; and (iv) digital photographs, which culminate in (v) a narrated animation. In this study, the authors present their theoretical framework, explain how the preservice teachers created a slowmation using a sequence of representations to show their science knowledge and discuss the implications of these findings for learners in universities and schools. slowmation; technology; animation; semiotics; multimodal representation
机译：研究已经确定了学习者使用技术构建自己的科学概念表示形式的价值。在这项研究中，我们调查了诸如学前班基础老师之类的学习者如何设计和制作旁白动画来代表他们的科学知识。例示的动画类型称为“慢动作”（缩写为“慢动画”），这是职前教师制作动画的一种简化方法，该动画集成了粘土化，对象动画和数字叙事等功能。借鉴符号学理论，对三名职前基础教师进行了案例研究，他们在录制声音时录制了音频和视频，说明了构建过程如何使他们以多种方式参与科学概念。研究结果表明，职前教师放慢节奏时，他们设计并制作了五个表示形式的序列，每个表示形式都是一个符号系统，具有特殊的能力，并随着符号的进行而联系起来：（i）研究笔记； （ii）故事板； （iii）模型； （iv）数码照片，最终以（v）叙述的动画结束。在这项研究中，作者提出了他们的理论框架，解释了职前教师如何使用一系列表示来显示他们的科学知识的慢速方式，并讨论了这些发现对大学和学校学习者的影响。减速技术;动画;符号学多峰表示

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  • 来源
    《Journal of research in science teaching》 |2011年第9期|p.985-1009|共25页
  • 作者

    Garry Hoban; John Loughran; Wendy Nielsen;

  • 作者单位

    Faculty of Education, University of Wollongong, Wollongong, New South Wales 2522, Australia;

    Faculty of Education, Monash University, Melbourne, Victoria, Australia;

    Faculty of Education, University of Wollongong, Wollongong, New South Wales 2522, Australia;

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  • 正文语种 eng
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