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Helping Teachers Developing Computer Animations for Improving Learning in Science Education
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, , Learning Lab Lower Saxony, Germany ; , Technical University of Braunschweig, Institute of Social Sciences, Germany

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Computer animations are increasingly used for visualization of processes that are otherwise hardly clarified. Especially educational efforts in natural sciences profit from this new chance. The present study investigates in an empirical setting the instructional relevance of signals in computer animations in order to serve as a guideline for teacher decisions in evaluating or producing animations for their educational lessons. Therefore two versions of an animation about the biomolecule ATP-Synthase that differ solely in the absence or presence of signals were produced and compared. The animations were presented via video projector to students of biology. A post-test revealed significant better results of those students who had access to the animation with signals. Teachers are therefore encouraged to implement visual cues when creating animations for their educational lessons.

Citation

Steinke, M., Huk, T. & Floto, C. (2003). Helping Teachers Developing Computer Animations for Improving Learning in Science Education. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 3022-3025). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 23, 2020 from .

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