Prospective Science Teachers' Self-Assessments about the Use of Slowmation Approach in Teaching

Ekici, Erhan

doi:10.26417/ejser.v1i1.p91-94

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Since the birth of this technique, more than 400 slowmations have been prepared by preservice teachers in relation to a number of science subjects (day and night formation, phases of the moon, life cycles of various living beings, movements of pieces, magnets, fertilization in plants, movements of plants, water cycle, simple machines, mitotic division, phagocytosis and so on) (Hoban, 2009). When the related literature is reviewed, it is seen that there is no research on the application of slowmations in biology teaching with preservice biology teachers in Turkey (E. Ekici & F. Ekici, 2011;E. Ekici & F. Ekici, 2014;Uzun & Karaman, 2015).…”

Section: Slowmationmentioning

confidence: 99%

Use of Slowmation in Biology Teaching

Karakoyun¹,

Yapıcı²

2018

IES

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The purpose of the study was to investigate the views of preservice teachers about use of slowmation in biology teaching. In the study, descriptive model was used. The participants were 12 third-grade preservice teachers in the department of Biology Education at Ziya Gökalp Education Faculty of Dicle University in the Spring Term of the academic year of 2016-2017. The research data were collected via observations and semi-structured interviews. In the research process slowmation activities were carried out with preservice biology teachers and at the end of these activities the preservice teachers’ views about the activities were determined. The data collected in the study were analyzed using the content analysis method. As revealed by the analysis of the data, the preservice teachers thought that the slowmation activities contributed to the development of some 21st century skills such as creativity, communication and cooperation skills, information literacy, research skills, technology and media literacy skills. In addition, the preservice teachers reported that the process of creating slowmation was interesting and that they entertained in the process. On the other hand, the preservice teachers also stated that it was difficult to create scenarios and that they experienced problems with the materials used. Moreover, it was seen that the preservice teachers faced problems with the video editing software and that they experienced disputes regarding the distribution of duties during group works. The preservice teachers also put forward suggestions regarding the use of slowmation activities in biology teaching saying that teachers and students could work together in the application process; that activities could be carried out to summarize the subject and to increase permanency; and that different tools and software programs could be used.

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Section: Slowmationmentioning

confidence: 99%

Use of Slowmation in Biology Teaching

Karakoyun¹,

Yapıcı²

2018

IES

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“…Penggunaan animasi Stop Motion telah banyak dilakukan oleh sebagian besar peneliti. Sebagian besar penggunaan animasi stop motion ini berfokus dalam kontek pendidikan (Brown et al, 2013;Ekici & Ekici, 2014;Farrokhnia et al, 2020;Hoban & Nielsen, 2014;Mills et al, 2018;Wilkerson et al, 2018). Oleh sebab itu pemahaman mengaitkan atau mengintegrasikan teknologi digital (Vratulis et al, 2011), meningkatkan literasi digital siswa (Paige et al, 2016), meningkatkan argumentasi dan negosisai (Farrokhnia et al, 2020;Kidman & Hoban, 2009) dan meningkatkan tingkat berpikir tingkat tinggi siswa (Brown et al, 2013) menjadi prioritas utama.…”

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Pengembangan Media Pembelajaran Berbasis Video Animasi Stop Motion Pada Mata Pelajaran Geografi

Pangestu

2021

gdk

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Media pembelajaran sangat penting dalam menunjang keberhasilan proses belajar mengajar terutama untuk meningkatkan keaktifan dan kemampuan berpikir kritis siswa. Namun saat ini masih belum banyak pengembangan media pembelajaran yang dilakukan oleh guru terutama guru geografi. Penelitian ini bertujuan mengetahui kevalidan dan kepraktisan video Animasi Stop Motion pada pembelajaran geogarfi di kelas X SMA Negeri 1 Mempawah Hilir. Ini merupakan jenis penelitian dan pengembangan atau Research and Development (R&D) dengan model Hannafin and Peck. Dari hasil penelitian disimpulkan bahwa aspek materi, mendapat skor rata-rata 85% (valid), aspek manfaat mendapat skor rata-rata 84% (valid), aspek penggunaan mendapat skor rata-rata 82,2% (valid), dan kesesuaian media mendapat skor rata-rata 86,7% (valid). Maka secara keseluruhan, penilaian oleh ahli materi menghasilkan rata-rata persentase 84,4% dengan kriteria valid. Untuk validasi ahli media penilaian terhadap 5 aspek penilaian, yaitu aspek tujuan, visual, audio, penggunaan dan manfaat dari aspek tujuan mendapatkan skor rata-rata 84% (valid), aspek visual mendapatkan skor rata-rata 80% (valid), aspek audio mendapatkan skor rata-rata 92% (valid), aspek penggunaan 95% dan aspek manfaat mendapat skor rata-rata 91,4% (valid). Secara keseluruhan, penilaian terhadap produk yang dikembangkan oleh ahli media menghasilkan rata-rata skor 88,4% dengan kriteria valid. Berdasakan data tersebut maka media pembelajaran berbasis video animasi stop motion pada pelajaran geografi dikatakan valid dan kepraktisannya layak digunakan dalam proses pembelajaran.

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Student-Generated Stop-Motion Animation in Science Classes: a Systematic Literature Review

2020

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In recent years, student-generated stop-motion animations (SMAs) have been employed to support sharing, constructing, and representing knowledge in different science domains and across age groups from pre-school to university students. The purpose of this review is to give an overview of research in this field and to synthesize the findings. For this review, 42 publications on student-generated SMA dating from 2005 to 2019 were studied. The publications were systematically categorized on learning outcomes, learning processes, learning environment, and student prerequisites. Most studies were of a qualitative nature, and a significant portion (24 out of 42) pertained to student teachers. The findings show that SMA can promote deep learning if appropriate scaffolding is provided, for example, in terms of presenting general strategies, asking questions, and using expert representations. Also, the science concept that is to be presented as a SMA should be self-contained, dynamic in nature, and not too difficult to represent. Comparative quantitative studies are needed in order to judge the effectiveness of SMA in terms of both cognitive and non-cognitive learning outcomes.

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Prospective Science Teachers' Self-Assessments about the Use of Slowmation Approach in Teaching

Abstract: In

Cited by 3 publications

References 9 publications

Use of Slowmation in Biology Teaching

Use of Slowmation in Biology Teaching

Pengembangan Media Pembelajaran Berbasis Video Animasi Stop Motion Pada Mata Pelajaran Geografi

Student-Generated Stop-Motion Animation in Science Classes: a Systematic Literature Review

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