Making science come alive : Student-generated stop-motion animations in science education

Orraryd, Daniel

doi:10.3384/diss.diva-173038

Cited by 3 publications

(3 citation statements)

References 169 publications

(399 reference statements)

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“…It is cheap and requires minimum pre-experience to manage. Orraryd (2021) stresses that one of the limitations of using clay models is that it is time-consuming but facilitates potentially meaningful learning. In this study, the students were asked to manifest what technology meant to them using clay and stop motion.…”

Section: The Relationship Between What Students Did and Whatmentioning

confidence: 99%

Finding The T and E In STEAM: A lesson taught and learned

Sultan,

Bergfeldt,

Sjöstedt

2023

AJTE

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We have seen students struggling with understanding and defining technology during years of educating pre-service teachers. This study describes lessons with pre-service technology teachers as we try, for us, a new way of scaffolding their understandings. By teaching technology through STEAM, we aimed to get our students thinking about technology and exploring what technology is for them. We chose aesthetic learning processes as a tool to reach this aim. The concept of aesthetic learning processes has been developed within Scandinavian educational research and is often used in our specific teaching environment within higher education. Students were introduced to the stop-motion movie technique and asked to express what technology meant to them. We analysed the student's movies through inductive analysis. Even though it was the aim of the students' task, we discovered that little technology content knowledge did transfer to the stop motion movies. On the other hand, from an aesthetic perspective, they were great. The movie gave us something to consider as teachers. It taught us what could be made better when trying to understand technology this way. We learned that in a STEAM setting, we lost the T and E and discuss the implications of interdisciplinary teaching.

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Section: The Relationship Between What Students Did and Whatmentioning

confidence: 99%

Finding The T and E In STEAM: A lesson taught and learned

Sultan,

Bergfeldt,

Sjöstedt

2023

AJTE

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“…Göransson och Orraryd vidareutvecklar detta. De undersöker i sina respektive avhandlingar noggrant och utförligt vilka effekter visualiseringar har för förståelsen av dessa begrepp (Göransson, 2021;Orraryd, 2021).…”

Section: Inledningunclassified

“…"Tröskelbegrepp" saknar i så fall också praktisk betydelse. Såväl Göransson som Orraryd lämnar i sina nyligen framlagda avhandlingar många viktiga bidrag dels till kartläggningen av centrala men problematiska begrepp inom utvecklingsbiologin, dels till förståelsen av hur visualiseringar kan hjälpa lärare och elever att komma över problemen (Göransson, 2021;Orraryd, 2021). Göransson och Orraryd antar i sina respektive avhandlingar att vissa begrepp är tröskelbegrepp, men varken de antagandena eller de antaganden som Göransson och Orraryd sedan gör om tröskelbegrepp understödjer deras viktiga och gedigna bidrag.…”

Section: Bidrar Tröskelbegrepp Till Vetenskaplig Systematik?unclassified

Tröskelbegrepp skymmer sikten

Salwén¹

2022

Högre utbildning

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Inom olika ämnesområden, på olika nivåer, finns begrepp som är viktiga för förståelsen av ämnesområdena samtidigt som att de är svåra för elever och studenter att begripa på ett adekvat sätt. De utgör därmed en svår utmaning också för lärare. Det är därför värdefullt att många kognitionsvetare, psykologer, men framför allt forskare inom utbildningsvetenskap ägnar centrala men svåra begrepp så stor uppmärksamhet. Vilka är begreppen? Vari består de vanliga missförstånden och hur kommer det sig att elever och studenter missförstår dem? Vad kan lärare göra för att på bästa sätt få elever och studenter att komma över problemen? Vad bör de göra?

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The EnTPACK rubric: development, validation, and reliability of an instrument for measuring pre-service science teachers’ enacted TPACK

Aumann,

Schnebel,

Weitzel

2023

Front. Educ.

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Science instruction can benefit from the use of digital technologies if pre-service teachers are given opportunities to acquire Technological Pedagogical And Content Knowledge (TPACK) as part of their studies. However, the prevailing self-report approach to TPACK measurement does not allow conclusions to be drawn about enacted TPACK, which is rarely assessed in real classroom situations. In addition, instruments designed to measure TPACK enactment lack descriptive clarity and no single instrument is used to assess the three relevant phases of teacher competencies (lesson planning, implementation, and reflection). The present paper addresses this gap by presenting the development and validation of a comprehensive rubric for assessing the enacted TPACK of pre-service science teachers. To operationalize the “fuzzy” aspects of the framework, the rubric targets a specific use of digital media and instructional approach in science teaching: student-generated explainer videos and animations. At the core of the development process is a theory- and literature-based systematic review of (1) existing instruments for assessing pre-service science teachers’ enacted TPACK and (2) instructional criteria for student-generated explainer videos in science classes. The resulting rubric allows valid conclusions given the appropriate conditions, has demonstrated reliability, and excels due to its specific focus, high degree of differentiation, systematic grounding in theory and literature, objective grading criteria, and comprehensive applicability to all three phases of teacher competencies.

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Making science come alive : Student-generated stop-motion animations in science education

Cited by 3 publications

References 169 publications

Finding The T and E In STEAM: A lesson taught and learned

Finding The T and E In STEAM: A lesson taught and learned

Tröskelbegrepp skymmer sikten

The EnTPACK rubric: development, validation, and reliability of an instrument for measuring pre-service science teachers’ enacted TPACK

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