Understanding pre-service teacher conceptual change through slowmation animation

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    This paper is an exploration of conceptual change. It reports on a study which utilised Hewson and Lemberger?s (2000) Conceptual Status Elements, and explores the unique contribution of Slowmation Animation in the conceptual learning of pre-service science teachers. 15 short animations were created by 55 participants in a single two hour tutorial class as a part of their methods training. Conceptual change was found to occur when their animation topic challenged their understandings of the processes within the scientific concept. The pre-service science teachers reported an enthusiasm for Slowmation Animation as a method for learning how to learn, as well as for highlighting what they thought they knew, but didn?t really know.
    Original languageEnglish
    Title of host publication2nd International STEM in Education Conference
    EditorsShengquan Yu
    Place of PublicationBeijing PRC China
    PublisherBeijing Normal University Publishing Group
    Pages194 - 203
    Number of pages10
    Publication statusPublished - 2012
    EventInternational Science, Technology, Engineering and Mathematics in Education Conference 2012 - Beijing, China
    Duration: 1 Jan 2012 → …


    ConferenceInternational Science, Technology, Engineering and Mathematics in Education Conference 2012
    Period1/01/12 → …

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