One Approach to Finding Evidence for the Effectiveness of Scientific Visualisations in High School Physics and Chemistry Education
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Enormous amounts of money and energy are being devoted to the development, use and organisation of computer-based scientific visualisations (e.g. animations and simulations) in science education. It seems plausible that visualisations that enable students to gain visual access to scientific phenomena that are too large, too small or occur too quickly or too slowly to be seen by the naked eye, or to scientific concepts and models, would yield enhanced conceptual learning. When the literature is searched, however, it quickly becomes apparent that there is a dearth of quantitative evidence for the effectiveness of scientific visualisations in enhancing students' learning of science concepts. This paper outlines an Australian project that is using innovative research methodology to gather evidence on this question in physics and chemistry classrooms.
Proceedings of ED-MEDIA 2009 World Conference on Educational Multimedia, Hypermedia and Telecommunications
© 2009 AACE and the Education & Information Technology Digital Library (EdITLib). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.
Science, Technology and Engineering Curriculum and Pedagogy