USING SLOWMATION AS A TEACHING APPROACH AND ITS EFFECT ON BIOLOGY ACHIEVEMENTS OF PRE-SERVICE SCIENCE TEACHERS

Yıl 2014, Cilt: 1 , 316 - 321, 01.09.2014

Fatma Taşkın Ekici , Nimet Özcan Çakmak Erhan Ekici

Öz

Digital technologies offer
increasing opportunities for students in primary or secondary schools to create
their own digital media. “Slowmation” (abbreviated from “Slow Motion
Animation”) is a simplified way of making an animation so that students,
themselves, can create it as a new way of learning about some science concepts.

In this study, pre- and
post-test quasi-experimental design with control group was used with retention
test. During the study, for the experimental group of students, additionally to
biology instruction, slowmation has been used as a teaching approach. The
implementation lasted 9 weeks. The data gathered by an 18 question-multiple
choice test. It was developed by researcher and used as pre-, post- and
retention test in order to measure students’ biology course achievement. As a
result of the research, it was determined that using slowmations as teaching
approach for biology instruction increased the students’ biology course
achievement more significantly for post- and retention implementations.

Anahtar Kelimeler

Slowmation, science teacher, pre-service teacher

Kaynakça

• Chan, M.S., & Black, J.B. (2005). When can animation improve learning? Some implications for human computer interaction and learning. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 2581–2588). Chesapeake, VA: Association for the Advancement of Computing in Education. Hoban, G. & Ferry, B. (2006), Teaching Science Concepts in Higher Education Classes with Slow Motion Animation (Slowmation), Paper presented at the E-Learn, Conference for e learning in higher education, Business Honolulu, Hawaii. Hoban, G., & Nielsen,W. (2011). Engaging preservice primary teachers in creating multiple modal representations of science concepts with ‘slowmation’. Research in Science Education. doi:10.1007/x11165-011-9236-3. Hoban, G. & Nielsen, W. (2012): Learning Science through Creating a ‘Slowmation’: A case study of preservice primary teachers, International Journal of Science Education, DOI:10.1080/09500693.2012.670286 Hoban, G. (2005). From claymation to slowmation: A teaching procedure to develop students’ science understandings. Teaching Science: Australian Science Teachers’ Journal, 51(2), 26–30. Hoban, G. (2007). Using slowmation to engage preservice elementary teachers in understanding science content knowledge. Contemporary Issues in Technology and Teacher Education, 7(2), 1–9. Hoban, G. (2009). Facilitating learner-generated animations with slowmation. In L. Lockyer, S. Bennett, S. Agostino, & B. Harper (Eds.), Handbook of research on learning design and learning objects: Issues, applications and technologies (pp. 313–330). Hershey, PA: IGI Global. Kim, B., & Reeves, T. (2007). Reframing research on learning with technology: In search of the meaning of cognitive tools. Instructional Science, 35, 207–256. Lee, H., Linn, M., Varma, K., & Liu, O. (2010). How do technology-enhanced inquiry science units impact classroom learning? Journal of Research in Science Teaching, 47, 71–90. Marbach-Ad, G., Rotbain, Y., & Stavy, R. (2008). Using computer animation and illustration activities to improve high school students’ achievement in molecular genetics. Journal of Research in Science Teaching, 45, 273–292. McKnight, A., Hoban, G., & Nielsen, W. (2011), Using Slowmation for animated storytelling to represent non-Aboriginal pre-service teachers’ awareness of “relatedness to country”, Australasian Journal of Educational Technology, 27(1), 41-54 Sanger, M., & Greenbowe, T. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22, 521–537. Williamson, V., & Abraham, M. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32, 521–534. Yang, E., Andre, T., Greenbowe, T., & Tibell, L. (2003). Spatial ability and the impact of vizualization/animation on learning electrochemistry. International Journal of Science Education, 25, 329–349.