The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching

Autor/in	Akpinar, Ercan
Titel	The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching
Quelle	In: Journal of Science Education and Technology, 23 (2014) 4, S.527-537 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-013-9482-4
Schlagwörter	Animation; Elementary School Science; Computer Uses in Education; Elementary School Students; Energy; Scientific Concepts; Quasiexperimental Design; Pretests Posttests; Control Groups; Experimental Groups; Comparative Analysis; Teaching Methods; Lecture Method; Discussion (Teaching Technique); Homework; Educational Technology; Concept Formation; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Computernutzung; Energie; Teaching method; Lehrmethode; Unterrichtsmethode; Hausaufgabe; Unterrichtsmedien; Concept learning; Begriffsbildung; Unterrichtserfolg
Abstract	This study investigates the effects of using interactive computer animations based on predict-observe-explain (POE) as a presentation tool on primary school students' understanding of the static electricity concepts. A quasi-experimental pre-test/post-test control group design was utilized in this study. The experiment group consisted of 30 students, and the control group of 27 students. The control group received normal instruction in which the teacher provided instruction by means of lecture, discussion and homework. Whereas in the experiment group, dynamic and interactive animations based on POE were used as a presentation tool. Data collection tools used in the study were static electricity concept test and open-ended questions. The static electricity concept test was used as pre-test before the implementation, as post-test at the end of the implementation and as delay test approximately 6 weeks after the implementation. Open-ended questions were used at the end of the implementation and approximately 6 weeks after the implementation. Results indicated that the interactive animations used as presentation tools were more effective on the students' understanding of static electricity concepts compared to normal instruction. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10