What Can Student-Generated Animations Tell Us About Students’ Conceptions of Evolution?

Abstract Background A large body of research investigate student´s conceptions and emphasizes that students have alternative conceptions about causes of evolutionary changes. The conventional way to monitor students’ conceptions are through inventories where researchers analyze their written answers. However, textbooks are being increasingly complemented with, or even replaced by, various multimedia materials and multiple modes are used to communicate evolutionary processes. This has profound implications for students’ learning, and the test format may influence which knowledge they present. The goal of this exploratory study is therefore to expand the understanding of students’ conceptions of evolution through natural selection by applying student-generated stop-motion animations to disclose students’ conceptions. Forty-seven Swedish upper secondary school students generated eighteen animations concerning evolution through natural selection. We analysed the animations qualitatively using content analysis recording key concepts, alternative conceptions and connections in organizational levels and time. This analysis was related to the analysis of the students written explanations of a case of evolutionary change. Results Our study highlights some of the benefits and limitations of using these two assessment forms. Concerning alternative concepts, a clear difference between the results of the two methods of assessment was observed. In particular, the alternative conception essentialism was show to a lesser extent in the student’s animations than in their written responses, while natural selection as an event became more prevalent. ConclusionsThese findings support the view that students’ expression of different misconceptions is influenced by the context and representational form. The work also reveals that generating stop-motion animations to explain scientific concepts is an engaging approach that stimulates students to explore their understanding in a creative and personal manner, which potentially is positive for engagement and learning. The potential for complementing standard paper and pen tests with tasks that encompass stop-motion animations is discussed further.