Student construction activity for improved learning: effectiveness of Slowmation in the learning of moon phases

This study investigated the effectiveness of Slowmation as a construction activity in the learning of moon phases by pre-service primary school student teachers.  One hundred and seventy-one respondents undertook a WebQuest on moon phases as a self-directed learning activity: respondents in the treatment group were given Slowmation construction tasks whereas the control group was given Paper Sketch tasks.  Both groups of respondents were intact class groups from two different groups of teacher training institutes. Prior to the learning activity both groups were given a pre-test on conceptual understanding, a cognitive ability test and a spatial ability test.  The respondents were given one week to complete the learning activity which was followed by tests to measure conceptual understanding and perceived motivation.  Effectiveness was determined by conceptual understanding and motivation.  In addition, the interaction effects of cognitive ability and spatial ability on the treatment variable for conceptual understanding were determined.   In terms of conceptual understanding, both the Slowmation and the Paper Sketch groups showed improvements.  A greater score for conceptual understanding and higher positive perceived motivation were found for the Slowmation group.  This result was only significant for motivation, however.  Interaction effects of cognitive ability or spatial ability on conceptual understanding were not significant.    Implications of these findings are elaborated. Keywords: Slowmation; Constructionism; ICT; Learning by doing; Spatial ability