From Research to Practice and Back: The Animation Tutor Project

Autor/in	Reed, Stephen K.
Titel	From Research to Practice and Back: The Animation Tutor Project
Quelle	In: Educational Psychology Review, 17 (2005) 1, S.55-82 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-005-1636-3
Schlagwörter	Research Projects; Research and Development; Theory Practice Relationship; Animation; Computer Software; Computer Assisted Instruction; Experiential Learning; Mathematics Instruction; Mathematics Skills; Object Manipulation; Educational Objectives; Formative Evaluation; Program Evaluation + Suchen Sie Ihr Suchwort? Forschungsvorhaben; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Computer based training; Computerunterstützter Unterricht; Experiental learning; Erfahrungsorientiertes Lernen; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Educational objective; Bildungsziel; Erziehungsziel; Programme evaluation; Programmevaluation
Abstract	The Animation Tutor[TM] is a curriculum project that uses software to supplement instruction in courses such as intermediate algebra. Its purpose is to ground mathematical reasoning in concrete experiences through the use of interactive animation and the virtual manipulation of objects. This article summarizes how the project has progressed from research to practice and back. The first section shows how research helped implement six instructional objectives: emphasize interactivity with reflection, integrate multiple representations, reduce cognitive load, facilitate transfer, replace ineffective static images with animated images, and provide domain-specific knowledge. The last section illustrates the reciprocal nature of research and practice by describing how formative evaluations of the Animation Tutor[TM] program led to laboratory studies aimed at improving instructional materials and student strategies. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10