Effect of Animation Enhanced Conceptual Change Texts on 6th Grade Students' Understanding of the Particulate Nature of Matter and Transformation During Phase Changes

Autor/in	Ozmen, Haluk
Titel	Effect of Animation Enhanced Conceptual Change Texts on 6th Grade Students' Understanding of the Particulate Nature of Matter and Transformation During Phase Changes
Quelle	In: Computers & Education, 57 (2011) 1, S.1114-1126 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.12.004
Schlagwörter	Chemistry; Grade 6; Conventional Instruction; Science Instruction; Scientific Concepts; Concept Formation; Comparative Analysis; Educational Technology; Electronic Learning; Computer Assisted Instruction; Animation; Multimedia Instruction; Experimental Groups; Control Groups; Quasiexperimental Design; Pretests Posttests + Suchen Sie Ihr Suchwort? Chemie; School year 06; 6. Schuljahr; Schuljahr 06; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Multimediales Lernen
Abstract	In this study, the effect of animation enhanced conceptual change texts (CCT-CA) on grade 6 students' understanding of the particulate nature of matter (PNM) and transformation during the phase changes was investigated. A quasi-experimental design and one control group (CG, N = 25) and one experimental group (EG, N = 26) were used. While the control group taught traditional instruction, the experimental group received CCT-CA instruction. Two different tests, "The Particulate Nature of Matter Concept Test" ("ParNoMaC") and "The Transformation of Matter Statement Test" ("ToMaSaT"), were administered as pretest, posttest and delayed test to collect data. Results indicate that while there is no statistically significant difference between groups in pretest, performance of EG students is greater than the CG ones in posttest and delayed test. And also, the EG students are better in remediating their alternative conceptions related to the PNM and transformations during the phase changes. Based on the study, it is concluded that CCT-CA combination may be effective way to improve students' understanding of basic science and chemical concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10