| The purpose of this study was to investigate those practices associated with the design, creation, and revision of animated models that tell a science story for bilingual students. Given the interest in the relationship between dynamic pictorial representations and verbal representations, the study reveals information about (1) how the use of animation software contributes or interferes with children's thinking processes, (2) the kinds of spatial and temporal restructuring that animations advances, and (3) how different types of graphical representations (e.g., static versus moving) elicit different linguistic behavior. The study aims to provide a better understanding of how young children with emerging bilingual skills approach visual and verbal representations of science through the use of animation software. The findings of the study distinguish animation software as a tool with numerous constraints that prevent effective representation of a science story among young students with emerging bilingual skills. |
