Using slowmation to stimulate thinking about pedagogical intent in science teaching and learning

Stephen Keast, Rebecca Cooper, Amanda K Berry, John Loughran, Garry F Hoban

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Abstract Slowmation has been used in this study in such a way as to shed new light on pedagogical intent (van Manen, 1991) in developing preservice teachers understandings of the relationship between teaching and learning in secondary science classes. Pedagogical intent is an orientation to teaching that is concerned with responsiveness between learner and teacher (van Manen, 1991). Slowmation was introduced to 50 preservice secondary teachers in a two hour workshop in a science method course, who then encouraged their own high school students on practicum to create an animation in order to explore the secondary school students understanding of science concepts. The study examined how Slowmation could be used to (i) help preservice teachers recognize and respond to alternative conceptions in science (both their own and their students);(ii) examine the …
Original languageEnglish
JournalBrunei International Journal of Science and Mathematics
Publication statusPublished - 2009

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