Improving Preservice Teachers’ Science Knowledge by Creating, Reviewing and Publishing Slowmations to Teacher Tube

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Hoban, G., McDonald, D. & Ferry, B. (2009). Improving Preservice Teachers’ Science Knowledge by Creating, Reviewing and Publishing Slowmations to Teacher Tube. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 3133-3140). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31126.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Garry Hoban, David McDonald, Brian Ferry, University of Wollongong, Australia

Abstract

“Slowmation” (abbreviated from “Slow Animation”) is a new but simple form of stop-motion animation that supports learners in creating their own animations of science concepts. This paper presents a study of preservice elementary teachers in two science method classes (18 in one class in 2007 and 12 in another class in 2008) to ascertain if they improved their science knowledge when they used a three phase framework to create, review and publish slowmations to a web site (Teacher Tube). Qualitative data (three interviews, two concept maps and the animations as knowledge artifacts) collected from each preservice teacher showed that nearly all of them increased their science content knowledge as a result of using the framework. Uploading the slowmations to Teacher Tube was challenging for the students but enabled them to view other animations for reviewing. Getting preservice teachers to create slowmations is a new way for them to engage with science content knowledge that can be uploaded and shared on the internet.

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