Using systematic animation to teach dynamic science concepts

Using systematic animation to teach dynamic science concepts

It is argued that such animations should gradually facilitate students' comprehension in stages before they could construct complete mental model of the concepts being explained. Subjects were randomly assigned to an experimental group (N=45) and a control group (N=40). The experimental group r...

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Bibliographic Details
Published in:Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding, Proceeding of the 14th International Conference on Computers in Education, ICCE 2006
Main Author: Talib O.; Azhar S.C.; Abdullah N.
Format: Conference paper
Language:English
Published: 2006
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857465005&partnerID=40&md5=1cc46c5407065f1b50fc239416cec775
id 2-s2.0-84857465005
spelling 2-s2.0-84857465005
Talib O.; Azhar S.C.; Abdullah N.
Using systematic animation to teach dynamic science concepts
2006
Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding, Proceeding of the 14th International Conference on Computers in Education, ICCE 2006



https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857465005&partnerID=40&md5=1cc46c5407065f1b50fc239416cec775
It is argued that such animations should gradually facilitate students' comprehension in stages before they could construct complete mental model of the concepts being explained. Subjects were randomly assigned to an experimental group (N=45) and a control group (N=40). The experimental group received lessons through teacher's explanation using systematic step-by-step animation whilst the control group received lessons primarily based on teacher's explanation using prepared transparencies. The pre-test and post-test analyses revealed that students in the experimental group demonstrated better conceptual understanding compared to those in the control group, thus showing evidence of their stronger conceptual understanding in comparison to the students in the control group.


English
Conference paper
author Talib O.; Azhar S.C.; Abdullah N.
spellingShingle Talib O.; Azhar S.C.; Abdullah N.
Using systematic animation to teach dynamic science concepts
author_facet Talib O.; Azhar S.C.; Abdullah N.
author_sort Talib O.; Azhar S.C.; Abdullah N.
title Using systematic animation to teach dynamic science concepts
title_short Using systematic animation to teach dynamic science concepts
title_full Using systematic animation to teach dynamic science concepts
title_fullStr Using systematic animation to teach dynamic science concepts
title_full_unstemmed Using systematic animation to teach dynamic science concepts
title_sort Using systematic animation to teach dynamic science concepts
publishDate 2006
container_title Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding, Proceeding of the 14th International Conference on Computers in Education, ICCE 2006
container_volume
container_issue
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url https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857465005&partnerID=40&md5=1cc46c5407065f1b50fc239416cec775
description It is argued that such animations should gradually facilitate students' comprehension in stages before they could construct complete mental model of the concepts being explained. Subjects were randomly assigned to an experimental group (N=45) and a control group (N=40). The experimental group received lessons through teacher's explanation using systematic step-by-step animation whilst the control group received lessons primarily based on teacher's explanation using prepared transparencies. The pre-test and post-test analyses revealed that students in the experimental group demonstrated better conceptual understanding compared to those in the control group, thus showing evidence of their stronger conceptual understanding in comparison to the students in the control group.
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language English
format Conference paper
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