Scientific Visualisations for Developing Students' Understanding of Concepts in Chemistry: Some Findings and Some Lessons Learned

Autor/inn/en	Geelan, David; Mahaffy, Peter; Mukherjee, Michelle
Titel	Scientific Visualisations for Developing Students' Understanding of Concepts in Chemistry: Some Findings and Some Lessons Learned
Quelle	In: Teaching Science, 60 (2014) 1, S.30-38 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Visualization; Chemistry; Scientific Concepts; High Schools; Secondary School Science; Computer Simulation; Animation; Science Instruction; Concept Teaching; Instructional Effectiveness; Statistical Analysis; Open Source Technology; Quasiexperimental Design; Intermode Differences; Teaching Methods; Statistical Significance; Achievement Gains; Educational Practices; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Visualisation; Visualisierung; Chemie; High school; Oberschule; Computergrafik; Computersimulation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Bildungspraxis; Ausland; Australien
Abstract	Scientific visualisations such as computer-based animations and simulations are increasingly a feature of high school Science instruction. Visualisations are adopted enthusiastically by teachers and embraced by students, and there is good evidence that they are popular and well received. There is limited evidence, however, of how effective they are in enabling students to learn key scientific concepts. This paper reports the results of a quantitative study conducted in Australian Chemistry classrooms. The visualisations chosen were from free online sources, intended to model the ways in which classroom teachers use visualisations, but were found to have serious flaws for conceptual learning. There were also challenges in the degree of interactivity available to students using the visualisations. Within these limitations, no significant difference was found for teaching with and without these visualisations. Further study using better-designed visualisations and with explicit attention to the pedagogy surrounding the visualisations will be required to gather high quality evidence of the effectiveness of visualisations for conceptual development. (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01