当前位置: X-MOL 学术J. Sci. Educ. Technol. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Student-Generated Stop-Motion Animation in Science Classes: a Systematic Literature Review
Journal of Science Education and Technology ( IF 4.4 ) Pub Date : 2020-09-10 , DOI: 10.1007/s10956-020-09857-1
Mohammadreza Farrokhnia , Ralph F. G. Meulenbroeks , Wouter R. van Joolingen

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.

中文翻译:

科学课中学生生成的定格动画:系统文献综述

近年来,学生生成的定格动画(SMAs)已用于支持共享,构建和表示不同科学领域以及从学龄前儿童到大学生的各个年龄段的知识。本文的目的是概述该领域的研究并综合研究结果。在本次审查中,研究了42篇有关2005年至2019年学生生成的SMA出版物。这些出版物按学习成果,学习过程,学习环境和学生前提条件进行了系统分类。大多数研究属于定性性质,很大一部分(42个中的24个)与学生教师有关。研究结果表明,如果提供适当的支架,例如,在提出一般策略方面,SMA可以促进深度学习。提出问题,并使用专家陈述。另外,将要作为SMA提出的科学概念应该是自包含的,本质上是动态的,并且表示起来也不太困难。为了从认知和非认知学习成果方面判断SMA的有效性,需要进行定量比较研究。
更新日期:2020-09-10
down
wechat
bug