Literaturnachweis - Detailanzeige
| Autor/inn/en | Gregorius, Roberto Ma.; Santos, Rhodora; Dano, Judith B.; Gutierrez, Jose J. |
|---|---|
| Titel | Can Animations Effectively Substitute for Traditional Teaching Methods? Part II: Potential for Differentiated Learning |
| Quelle | In: Chemistry Education Research and Practice, 11 (2010) 4, S.262-266 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1756-1108 |
| DOI | 10.1039/C0RP90007A |
| Schlagwörter | Animation; Computer Uses in Education; Multimedia Materials; Chemistry; Science Instruction; Elementary School Students; High School Students; Conventional Instruction; Pretests Posttests; Instructional Effectiveness; Comparative Analysis; Knowledge Level; Texas |
| Abstract | Animations were prepared using Adobe Flash MX and tested on elementary (3rd-5th grade) and secondary chemistry students. A pre- and post-test study was used to compare the learning gains of students who received the animations with those who received textbook reading time and discussion in class. The control and experimental groups were further divided between students who had low base knowledge and those with higher base knowledge, by comparing students above and below the median on their pre-test. The data analysis indicated that students with low base knowledge and who were given the animation treatment performed at the level of high base knowledge learners. This suggested that well-prepared animations have the capacity to provide differentiated learning for low base knowledge students. [For Part I, see EJ908009.] (Contains 3 tables.) (As Provided). |
| Anmerkungen | Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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