This research investigates the use of student-generated animations in the teaching and learning of chemistry. Previous research has identified the potential for animations to contribute to student learning in science. In particular, animations have the capacity to represent the dynamic process and motions that may be inherent in some chemical concepts. This study focuses on animations that students produced with the support of their teacher and fellow students. The participants in the study were Year 11 science students and their science teacher. The teaching intervention included training the students in the use of animation software, followed by the students working in groups to create animations representing their conceptions of solid, liquid and gaseous states of matter, watching expert animations and classroom discussions. Students were supported by their teacher and encouraged to discuss ideas as they constructed their animations. Data collection included pre- and post-tests, classroom observation, video recording of lessons, collection of artefacts (the students’ animations, expert animations) and interviews with the teacher and students. Use of the student-generated animations created an opportunity to represent and discuss conceptions of the states of matter, including dynamic elements of their conceptualization. The teacher's scaffolding of the groups during the creation of their animations helped students to accurately represent their conceptions. In their analysis of the various animations, students identified differences and similarities among their animations. Data from pre-/post-tests, observations and interviews indicate that the students improved their understanding of states of matter through the teaching/learning process that occurred during the intervention.

中文翻译：

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使用学生生成的动画：物质状态下动态化学模型的挑战和粒子的不可见性

这项研究调查了学生生成的动画在化学教学中的使用。先前的研究已经确定了动画在促进学生科学学习方面的潜力。特别是，动画具有表示某些化学概念中固有的动态过程和动作的能力。这项研究的重点是学生在老师和同学的支持下制作的动画。这项研究的参与者是11年级理科学生和他们的理科老师。教学干预包括对学生进行动画软件使用方面的培训，然后是学生们分组工作以创建代表其固态，液态和气态物质状态的动画，观看专家动画和课堂讨论。学生得到老师的支持，并鼓励他们在制作动画时讨论想法。数据收集包括测试前和测试后，课堂观察，课程录像，文物（学生动画，专家动画）的收集以及对老师和学生的访谈。使用学生生成的动画创造了机会来表示和讨论物质状态的概念，包括其概念化的动态元素。在动画制作过程中，老师对小组的脚手架帮助学生准确地表达了他们的想法。通过对各种动画的分析，学生们发现了他们动画之间的差异和相似之处。测试前/测试后的数据，