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Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry

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Abstract

This article describes an investigation into teaching and learning with student-generated animations combined with a representational pedagogy. In particular, it reports on interactive discussions that were stimulated by the students’ own animations as well as their critiques of experts’ animations. Animations representing views of states of matter provided a vehicle by which to investigate learning in a series of lessons. The study was implemented with Year 11 high school students. After students constructed, presented and discussed their animations, they watched and critiqued experts’ animations. They were then interviewed about the teaching–learning process. Most students (91%) spoke positively about follow-up discussion classes, saying that their previous conceptions and understanding of states of matter had improved. They explained that they had identified some alternative conceptions, which they had held regarding states of matter and explained how their conceptions had changed. They reported that the teaching/learning process had helped them to develop a deeper understanding of the changing states of matter.

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Authors and Affiliations

  1. Faculty of Art and Social Sciences, School of Education, University of Technology Sydney, Sydney, Australia

    Zeynep Yaseen & Peter Aubusson

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  1. Zeynep Yaseen
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  2. Peter Aubusson
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Correspondence to Zeynep Yaseen.

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The study was conducted according to ethical protocols approved by the Human Research Ethics Committee of the University of Technology Sydney.

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Yaseen, Z., Aubusson, P. Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry. Res Sci Educ 50, 529–548 (2020). https://doi.org/10.1007/s11165-018-9700-4

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  • DOI: https://doi.org/10.1007/s11165-018-9700-4

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