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Animation is now pervasive in the practices of science and science education. Science research centres are employing science animators to explain discoveries at the frontiers of research (Anderson, 2013; Iwasa, 2014; Iwasa, 2015; Martin, 2011); animations are included in online editions of major science journals such as Nature (e.g. Sasihithlu, 2019) and Developmental Cell (e.g. Isabella & Horne-Badovinac, 2016) with more widespread and increased use anticipated as online journals become the norm and reader access to animated content improves (Grossman, Chevalier, & Kazi, 2016); and animation is also increasingly being deployed as a dimension of science research methodology (e.g. Nosch, Foppa, Tóth, & Joos, 2015; Tarshizi, Sturgul, Ibarra, & Taylor, 2015; Villa, Olsen, & Hansen, 2017). In science education, animations have been used as educational resources to support science teaching and learning for several decades (Smetana & Bell, 2012) and research interest in this topic seems to be on a growth trajectory. The number of articles mentioning animation in major science education journals in 2019 was double the number in 2010. In Research in Science Education the increase was from 9 to 24 and in the International Journal of Science Education from 20 to 40. In the construction and communication of scientific understanding, animation has become a major resource within the meaning-making mode of the moving image (kineikonic mode (Burn, 2013)), alongside and complementary to the established meaning-making modes of language and image. Tytler, Prain, and Hubber (2018) draw on research by Latour (1986) and Gooding (2006) to argue that the relation

A Multidisciplinary Perspective on Animation Design and Use in Science Education