Abstract:

This study presents results from a stop-motion initiative which included students in science teacher education at Södertörn University in Sweden. All eleven students from teacher education grades 4-6 taking biology and chemistry courses aiming towards a specialization in science participated. The overall aim was to increase the teacher students' digital competence. This in turn was a reaction to the change in the Swedish school curriculum July 1, 2018 [1] as a clarification was made that the education should provide the pupils with conditions to develop digital competence.

Earlier research shows that the use of stop-motion can promote deep learning if one, as designing the learning activity, takes considerations such as asking questions, presenting strategies and using expert representations [2]. As well as, earlier research shows that the possibility for the teacher students to engage in different activities as part of the stop-motion process are associated with opportunities for reinforced learning [3].

Taking previous research in consideration, as well as our constraints (a three hours lecture during each subject) the disposition of the stop-motion lecture was designed and implemented as follows. First, time was allocated to present the task, the theme and the overall structure for the lecture, this was done by an expert on the technology. Then the students were divided into working groups and each group had to choose a focus area for their stop-motion film. For example, in biology class the theme were “sex and cohabitation” and the three focus areas were menstrual cycle, biological sex and the consent law. This was followed by a controlled group discussion about each group's focus together with questions about source criticism. Next up was a discussion about possible scenarios for their stop-motion film and how it could be used as a learning resource. Only after this did the students start creating the actual stop-motion film. At their disposal, they had a mixed selection of pencils, crayons, wooden studs, paper in different colors and more.

To measure the outcome of the lecture we let the students evaluate their experience through a written document requesting a reflective approach. This included reflections on why things were done in the way they were and what they learned and the method used. The results show us that the students do consider this way of working to be inspiring, the majority also sees the possibility of using the technology to work with complex issues or phenomena letting their future pupils visualize things that are abstract or difficult to grasp. The arguments put forward include thoughts about how important it is for both these groups to have the possibility to break down information into something that can be described by color, shape and sound, which is in line with earlier research [3].

References:
[1] Swedish National Agency for Education (2018) Curriculum for the compulsory school, preschool class and school-age educare 2011 Revised 2018 ISBN: 978-913832734-0
[2] Farrokhnia, M., Meulenbroeks, R. F., & van Joolingen, W. R. (2020). Student-Generated Stop-Motion Animation in Science Classes: a Systematic Literature Review. Journal of Science Education and Technology, 29(6), 797-812.
[3] Wishart, J. (2017). Exploring how creating stop-motion animations supports student teachers in learning to teach science. Journal of Research on Technology in Education, 49(1-2), 88-101.

Keywords:

Digital competence, teacher education, education technology.