Using Slowmation to stimulate thinking about pedagogical intent in science teaching and learning
Slowmation has been used in this study in such a way as to shed new light on pedagogical intent (van Manen, 1991) in developing preservice teachers understandings of the relationship between teaching and learning in secondary science classes. Pedagogical intent is an orientation to teaching that is concerned with responsiveness between learner and teacher (van Manen, 1991). Slowmation was introduced to 50 preservice secondary teachers in a two hour workshop in a science method course, who then encouraged their own high school students on practicum to create an animation in order to explore the secondary school students understanding of science concepts. The study examined how Slowmation could be used to (i) help preservice teachers recognize and respond to alternative conceptions in science (both their own and their students); (ii) examine the development of preservice teachers understandings of science teaching and learning; and (iii) create experiences for preservice teachers to introduce the notion of pedagogical intent and begin to move beyond seeing teaching as fun activities that work (Appleton, 2002). The study showed that getting secondary school students to create slowmations about science concepts was helpful for the preservice teachers in identifying their school students' alternative conceptions and were a catalyst for discussions about "pedagogical intent" back in their university method course.