<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1988-3293</journal-id>
<journal-title><![CDATA[Comunicar: Revista Científica de Comunicacíon y Educacíon]]></journal-title>
<abbrev-journal-title><![CDATA[Comunicar]]></abbrev-journal-title>
<issn>1988-3293</issn>
<publisher>
<publisher-name><![CDATA[Grupo Comunicar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1988-32932017000200093</article-id>
<article-id pub-id-type="doi">10.3916/C51-2017-09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Stop-motion para la alfabetización digital en educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Stop-motion to foster digital literacy in elementary school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Koun]]></surname>
<given-names><![CDATA[Tem Sun]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chun]]></surname>
<given-names><![CDATA[Huang Wang]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ming]]></surname>
<given-names><![CDATA[Chi Liu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Tainan  ]]></institution>
<addr-line><![CDATA[Tainan ]]></addr-line>
<country>Taiwán</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Escuela Primaria Yuwun  ]]></institution>
<addr-line><![CDATA[Tainan ]]></addr-line>
<country>Taiwán</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Cheng Kung  ]]></institution>
<addr-line><![CDATA[Tainan ]]></addr-line>
<country>Taiwán</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>25</volume>
<numero>51</numero>
<fpage>93</fpage>
<lpage>103</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1988-32932017000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1988-32932017000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1988-32932017000200093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Aunque los medios digitales se reconocen como proveedores de las competencias esenciales requeridas para vivir en la nueva era medi&#225;tica, en la educaci&#243;n obligatoria de taiwan todav&#237;a est&#225;n comenzando a ganar relevancia. Una de las razones para esta situaci&#243;n es la educaci&#243;n centrada en un sistema de evaluaci&#243;n, cuyo resultado directo se refleja en los escasos recursos dedicados a este tipo de aprendizaje informal. otro motivo importante es que los docentes tienden a pensar en la educaci&#243;n medi&#225;tica como una serie de operaciones puramente t&#233;cnicas, lo que podr&#237;a implicar que el aprendizaje en medios digitales de los estudiantes no tiene mucho sentido. Por lo tanto, este estudio dise&#241;&#243; una exposici&#243;n medi&#225;tica basada en el modelo de aprendizaje experiencial de kolb para ense&#241;ar a los alumnos el concepto de las pel&#237;culas stop-motion y sus t&#233;cnicas de producci&#243;n. el estudio experimental involucr&#243; a 247 alumnos de tercer curso de primaria organizados en grupos para participar en la exhibici&#243;n experiencial. los resultados sugieren que los estudiantes han mejorado su conocimiento de las pel&#237;culas stop-motion. adem&#225;s, el an&#225;lisis de las pel&#237;culas producidas por ellos mismos muestra una mejora en sus habilidades medi&#225;ticas para representar sus ideas y comunicarse. Por otro lado, el an&#225;lisis comparativo de variables demogr&#225;ficas revela una mayor eficiencia entre las alumnas con respecto a los alumnos, adem&#225;s, los conocimientos previos del alumnado no influyen en la adquisici&#243;n de conocimientos. Dados estos resultados y seg&#250;n las observaciones, concluimos que la exhibici&#243;n experiencial propuesta es una v&#237;a prometedora para el fomento de la alfabetizaci&#243;n digital entre los alumnos de educaci&#243;n primaria. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ABSTRACT Although digital media literacy is recognized as providing the essential competencies required for living in a new media age, it has only just started to gain focus just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, which diverts scarce resources away from this informal learning. The other reason is that educators tend to think of digital media education as a series of purely technical operations, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students who were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of produced films by students also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools. ]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alfabetización Digital]]></kwd>
<kwd lng="es"><![CDATA[Educacion Mediática]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Experiencial]]></kwd>
<kwd lng="es"><![CDATA[Películas Stop-Motion]]></kwd>
<kwd lng="en"><![CDATA[Digital Literacy]]></kwd>
<kwd lng="en"><![CDATA[Media Literacy]]></kwd>
<kwd lng="en"><![CDATA[Elementary Education]]></kwd>
<kwd lng="en"><![CDATA[Experiential Learning]]></kwd>
<kwd lng="en"><![CDATA[Stop-Motion Films]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHANG]]></surname>
<given-names><![CDATA[C.S]]></given-names>
</name>
<name>
<surname><![CDATA[LIU]]></surname>
<given-names><![CDATA[E.Z.F.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Exploring the Media literacy of taiwanese elementary school students]]></article-title>
<source><![CDATA[Asia-Pacific Education Researcher]]></source>
<year></year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>604-11</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHANG]]></surname>
<given-names><![CDATA[C.S]]></given-names>
</name>
<name>
<surname><![CDATA[LIU]]></surname>
<given-names><![CDATA[E.Z.F]]></given-names>
</name>
<name>
<surname><![CDATA[LEE]]></surname>
<given-names><![CDATA[C.Y]]></given-names>
</name>
<name>
<surname><![CDATA[CHEN]]></surname>
<given-names><![CDATA[N.S]]></given-names>
</name>
<name>
<surname><![CDATA[HU]]></surname>
<given-names><![CDATA[D.C]]></given-names>
</name>
<name>
<surname><![CDATA[LIN]]></surname>
<given-names><![CDATA[C.H.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Developing and validating a Media literacy self-evaluation scale (Mlss) for elementary school students]]></article-title>
<source><![CDATA[Turkish Online Journal of Educational Technology]]></source>
<year></year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>63-71</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHEN]]></surname>
<given-names><![CDATA[M.Y.C]]></given-names>
</name>
<name>
<surname><![CDATA[WANG]]></surname>
<given-names><![CDATA[Y.S]]></given-names>
</name>
<name>
<surname><![CDATA[SUN]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Intellectual Capital and organizational Commitment: evidence from Cultural Creative industries in taiwan]]></article-title>
<source><![CDATA[Personnel Review]]></source>
<year></year>
<volume>41</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>321-39</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHEUNG]]></surname>
<given-names><![CDATA[C.K.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The relevance of Media education in primary schools in hong kong in the age of Mew Media: a Case study]]></article-title>
<source><![CDATA[Educational Studies]]></source>
<year></year>
<volume>31</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>361-74</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHEUNG]]></surname>
<given-names><![CDATA[C.K.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Education reform as an agent of Change: the development of Media literacy in hong kong during the last decade]]></article-title>
<source><![CDATA[Comunicar,]]></source>
<year></year>
<numero>32</numero>
<issue>32</issue>
<page-range>73-83</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CLEMONS]]></surname>
<given-names><![CDATA[S.A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Interior design supports art education: a Case study]]></article-title>
<source><![CDATA[International Journal of Art &amp; Design Education]]></source>
<year></year>
<volume>25</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>275-85</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DEZUANNI]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The building blocks of digital Media literacy: socio-material participation and the production of Media knowledge]]></article-title>
<source><![CDATA[Journal of Curriculum Studies]]></source>
<year></year>
<volume>47</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>416-39</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FLEER]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Affective imagination in science education: determining the emotional nature of scientific and technological learning of Young Children]]></article-title>
<source><![CDATA[Research in Science Education]]></source>
<year></year>
<volume>43</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>2085-106</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FLEER]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[HOBAN]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Using 'slowmation' for intentional teaching in early Childhood Centres: possibilities and imaginigs]]></article-title>
<source><![CDATA[Australasian Journal of Early Childhood]]></source>
<year></year>
<volume>37</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>61-70</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GREENE]]></surname>
<given-names><![CDATA[J.P]]></given-names>
</name>
<name>
<surname><![CDATA[KISIDA]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[BOWEN]]></surname>
<given-names><![CDATA[D.H.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The educational value of field trips: taking students to an art Museum improves Critical thinking skills, and more]]></article-title>
<source><![CDATA[Education Next]]></source>
<year></year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>78-86</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HOBAN]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[NIELSEN]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Using "slowmation" to enable preservice primary teachers to Create Multimodal representations of science Concepts]]></article-title>
<source><![CDATA[Research in Science Education]]></source>
<year></year>
<volume>42</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1101-119</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HOBBS]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A review of school-based initiatives in Media literacy education]]></article-title>
<source><![CDATA[American Behavioral Scientist]]></source>
<year></year>
<volume>48</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>42-59</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JENSON]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[DAHYA]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[FISHER]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Valuing production values: a 'do it Yourself' Media production Club]]></article-title>
<source><![CDATA[Learning Media and Technology]]></source>
<year></year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>215-28</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KONAK]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[CLARK]]></surname>
<given-names><![CDATA[T.K]]></given-names>
</name>
<name>
<surname><![CDATA[NASEREDDIN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Using kolb's experiential learning Cycle to improve student learning in virtual Computer laboratories]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year></year>
<numero>72</numero>
<issue>72</issue>
<page-range>11-22</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LEE]]></surname>
<given-names><![CDATA[C.Y]]></given-names>
</name>
<name>
<surname><![CDATA[YUAN]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Gender differences in the relationship between taiwanese adolescents' Mathematics attitudes and their perceptions toward virtual Manipulatives]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year></year>
<volume>8</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>937-50</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LEE]]></surname>
<given-names><![CDATA[V.R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Combining high-speed Cameras and stop-motion animation software to support students' Modeling of human body Movement]]></article-title>
<source><![CDATA[Journal of Science Education and Technology]]></source>
<year></year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>178-91</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LÓPEZ]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[AGUADED]]></surname>
<given-names><![CDATA[M.C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teaching Media literacy in Colleges of education and Communication]]></article-title>
<source><![CDATA[Comunicar,]]></source>
<year></year>
<numero>44</numero>
<issue>44</issue>
<page-range>187-95</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MCKNIGHT]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[HOBAN]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[NIELSEN]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Using slowmation for animated storytelling to represent non-aboriginal preservice teachers' awareness of &#8220;relatedness to Country"]]></article-title>
<source><![CDATA[Australasian Journal of Educational Technology]]></source>
<year></year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>41-54</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PRINGLE]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The artist-led pedagogic process in the Contemporary art gallery: developing a Meaning Making Framework]]></article-title>
<source><![CDATA[International Journal of Art &amp; Design Education]]></source>
<year></year>
<volume>28</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>174-82</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RAMÍREZ-GARCÍA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[GONZÁLEZ-FERNÁNDEZ]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Media Competence of teachers and students of compulsory education in spain]]></article-title>
<source><![CDATA[Comunicar,]]></source>
<year></year>
<numero>49</numero>
<issue>49</issue>
<page-range>49-57</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RASANEN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Building bridges: experiential art understanding]]></article-title>
<source><![CDATA[Journal of Art &amp; Design Education]]></source>
<year></year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>195-205</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[M.E.C]]></given-names>
</name>
<name>
<surname><![CDATA[CHEN]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[TAKETOMI]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[YAMAMOTO]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[MIYAZAKI]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[KATO]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Augmented reality learning experiences: survey of prototype design and evaluation]]></article-title>
<source><![CDATA[IEEE Transactions on Learning Technologies]]></source>
<year></year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>38-56</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[UNLUSOY]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[DE HAAN]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[LESEMAN]]></surname>
<given-names><![CDATA[P.M]]></given-names>
</name>
<name>
<surname><![CDATA[VAN-KRUISTUM]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Gender differences in adolescents' out-of-school literacy practices: a Multifaceted approach]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year></year>
<volume>55</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>742-51</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VRATULIS]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[CLARKE]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[HOBAN]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[ERICKSON]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Additive and disruptive pedagogies: the use of slowmation as an example of digital technology implementation]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>27</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1179-188</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WILKERSON-JERDE]]></surname>
<given-names><![CDATA[M.H]]></given-names>
</name>
<name>
<surname><![CDATA[GRAVEL]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[MACRANDER]]></surname>
<given-names><![CDATA[C.A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Exploring shifts in Middle school learners' Modeling activity while generating drawings, animations, and computational simulations of Molecular diffusion]]></article-title>
<source><![CDATA[Journal of Science Education and Technology]]></source>
<year></year>
<volume>24</volume>
<numero>2-3</numero>
<issue>2-3</issue>
<page-range>396-415</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
