Effectiveness of Scientific Visualizations for Supporting Conceptual Development in High School Physics and Chemistry

Abstract

Teachers, scientists and science educators are developing a range of computer-based visualizations - animations, simulations and other dynamic visual media - to support students' science learning. These visualizations are being enthusiastically adopted in science classrooms. While there is considerable qualitative information about their effects on student motivation and enjoyment, there is almost no high quality quantitative evidence about whether they are effective for student learning. Conceptual knowledge items based on the Force Concept Inventory and Chemical Concept Inventory were developed and used in pre- and posttests within a quasi-experimental crossover design, in which each class-and-teacher analysis unit acted as its own control group. Results showed that student conceptual learning was better with than without scientific visualizations for physics learning: this result was statistically significant but the effect size was small. There was no significant difference observed for chemistry learning. Implications include the idea that while there may only be small benefits to students' conceptual learning, there is at least no harm. Juxtaposed with the widely reported benefits for student engagement, this finding supports continued adoption of scientific visualizations, but may moderate some of the more optimistic claims made about their learning benefits.