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These resources have been reviewed and selected by STEM Learning’s team of education specialists for factual accuracy and relevance to teaching STEM subjects in UK schools.
Animations
Purpose: Animations require students to make models that explain how a process takes place. Digital technology is used to record a series of frames using the in-built camera, which are then compiled into a video sequence. A narration could be recorded and added to the video using a separate app, but often narration is replaced by captions to reduce editing time. The purpose is to encourage deeper reflection on scientific explanations, to prompt sequential thinking and to communicate emerging understanding, for assessment purposes.
Teaching approach: Once a practical science activity has taken place, students need to explain their findings. This can be done by creating a brief animated video. A storyboard approach is recommended to help students identify key steps in a scientific explanation, and to order their ideas. Using either everyday materials such as modelling dough, paper shapes, pipe cleaners etc or by a series of drawings with captions, students build up a sequence of images, which are then combined into a video clip.
Preparation: Each group of students will need a large sheet of paper to use as a background, coloured pens and a collection of materials with which to build models. The group will also need a mobile device held in a fixed position, and which has an animation app (such as iMotion) installed
Bristol University have used animation with their trainee teachers as a way of reinforcing subject knowledge:
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