Science Animation and Students' Attitudes

Introduction

Teaching is a kind of social engineering that does not deal with lifeless machines and hard wares; it cultivates tender minds into brave hearts that in turn with brimming confidence is going to build the society. In this endeavour every student is important, every detail present in each topic is essential and every batch of students is precious. The digital transformations that are taking place in educational arena had opened newer avenues for the teachers, learners, administrators and researchers in the form of animation. Animation in its own virtue along with enthusiasm of digital native learners had grown leaps and bounds. The need for animation in third world countries seems to be pinning as teacher- pupil ratio is alarmingly high when comparing with many of the Western counterparts and majority of the education machinery is examination ridden. When the teacher has to run behind the content and ensure zero failure it becomes imperative to teach science with animation. And the metamorphosis that animation could take as per the projection of experts is very promising. This study makes an experimental approach with science animation in secondary school classes and its impact through achievement and attitude.

Evolution of Animation

Animation’s origin can be tracked right from 1824 with the wide usage of thaumatrope that was largely given credit to John Aryton of Paris. Since then the field of animation had experienced various meaningful adaptations and thereby can be classified into three wide verticals namely (i) Traditional animation, (ii) Stop frame animation and (iii) computer animation (2D and 3D). Traditional animation includes Thaumatrope, Phenakistocope, Zoetrope, Flip book, and Praxinoscope.

Figure 1.

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