An Examination of the Impact of Computer-Based Animations and Visualization Sequence on Student Understanding of Hadley Cells in Atmospheric Circulation

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Harris, Daniel Wyatt
Titel	An Examination of the Impact of Computer-Based Animations and Visualization Sequence on Student Understanding of Hadley Cells in Atmospheric Circulation
Quelle	(2012), (183 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Maryland, College Park
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-8321-8
Schlagwörter	Hochschulschrift; Dissertation; Computer Assisted Instruction; Animation; Earth Science; Scientific Concepts; Science Instruction; Concept Formation; Undergraduate Students; College Science; Pretests Posttests; Quasiexperimental Design; Cognitive Processes; Instructional Effectiveness; Visual Aids; Sequential Approach + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Computer based training; Computerunterstützter Unterricht; Earth sciences; Geowissenschaften; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Cognitive process; Kognitiver Prozess; Unterrichtserfolg; Anschauungsmaterial; Schrittfolge
Abstract	Research examining animation use for student learning has been conducted in the last two decades across a multitude of instructional environments and content areas. The extensive construction and implementation of animations in learning resulted from the availability of powerful computing systems and the perceived advantages the novel medium offered to deliver dynamic representations of complex systems beyond the human perceptual scale. Animations replaced or supplemented text and static diagrams of system functioning and were predicted to significantly improve learners' conceptual understanding of target systems. However, subsequent research has not consistently discovered affordances to understanding, and in some cases, has actually shown that animation use is detrimental to system understanding especially for content area novices (Lowe 2004; Mayer et al. 2005). This study sought to determine whether animation inclusion in an authentic learning context improved student understanding for an introductory earth science concept, Hadley Cell circulation. In addition, the study sought to determine whether the timing of animation examination improved conceptual understanding. A quasi-experimental pretest posttest design administered in an undergraduate science lecture and laboratory course compared four different learning conditions: text and static diagrams with no animation use, animation use prior to the examination of text and static diagrams, animation use following the examination of text and static diagrams, and animation use during the examination of text and static diagrams. Additionally, procedural data for a sample of three students in each condition were recorded and analyzed through the lens of self regulated learning (SRL) behaviors. The aim was to determine whether qualitative differences existed between cognitive processes employed. Results indicated that animation use did not improve understanding across all conditions. However learners able to employ animations while reading and examining the static diagrams and to a lesser extent, after reading the system description, showed evidence of higher levels of system understanding on posttest assessments. Procedural data found few differences between groups with one exception---learners given access to animations during the learning episode chose to examine and coordinate the representations more frequently. These results indicated a new finding from the use of animation, a sequence effect to improve understanding of Hadley Cells in atmospheric circulation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10