Learning from Animations in Science Education by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9783030560478
Publisher: Springer International Publishing

This chapter reports on one pedagogical intervention as part of a larger research project funded by the University of Technology Sydney that dealt with the adoption of a representational construction approach (RCA) in senior high school science classrooms. It focusses on the ways in which RCA is adapted in a particular chemistry classroom. A distinctive aspect of this study is the use of animation as the form of students’ representations. In previous studies of the representational construction approach (Tytler, Prain, et al., 2013), the dimension of ‘usefulness’ evolved as students compared their representations with those of peers, rather than direct comparison with established canonical representations. This study addresses new dimensions of RCA research by investigating how students compare their representations with both the expert and peer animations. The research questions are:1.In what ways do student created animations influence conceptual learning with senior high school chemistry students?

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