摘要：This article analyzes the production and application of animation videos using the Stop Motion technique in a Didactic Sequence using knowledge about aerobic cell respiration. This technique allows to build scientific knowledge in the perspective of Meaningful Learning. In group, students, with artisanal interventions, in a third-year high school class conducted research to create structures representative of biochemical reactions on the topic, plus socialization of constructed knowledge and identification of misunderstandings in representations with animations. These interventions mobilized restructurings in previous conceptions about Biochemistry, cognitive reorganization with anchoring of new information and modified subunits, implying significant changes when analyzing results of pre-construction and post-construction tests and socialization of animations. For these results, we understand that Stop Motion can help students to restructure their conceptions and ideas about the subject and, during the course, their doubts have become opportunity to get new understandings which may be socialized through ready-made animations for new learning and reorganization of their mental representations on the topic of aerobic cell respiration.
