Animations in Science Education

Animations in Science Education

Jonas Ivarsson (Göteborg University, Sweden) and Göran Karlsson (IT University of Göteborg, Sweden)
DOI: 10.4018/978-1-59904-970-0.ch006
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Abstract

The overall aim of this chapter is to explore some of the pedagogical potentials, as well as limitations, of animations displaying complex biochemical processes. As a first part of our larger research project, a learning environment was developed where visualisations by means of 3-D animations depicted some of the processes in the carbon cycle. In the analysis we describe how three groups of students made use of and reasoned about the computer animations. In relation to the aim, three salient themes are discernible in the video material of the students’ reasoning; the risk of focusing the attention on misleading aspects of the animation, the possible occurrence of a form of isolated reasoning, and, the students’ varying understandings of what resources they are expected use when performing a given task.

Key Terms in this Chapter

Computer animation: The art of creating moving images via the use of computers

Misconception: A false conception or abstract idea that is held by a person

Conceptualisation: Creating an idea or explanation and formulating it mentally

Visualisation: A technique for creating images or animations to communicate a message

Simulation: An imitation of some real process

Interactive: Refers to computer software which responds to input from humans

Computer Supported Collaborative Learning (CSCL): Research area in supporting collaborative learning with assistance of computer artefacts

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