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dc.contributor.authorGeelan, David R.
dc.contributor.authorMukherjee, Michelle M.
dc.contributor.authorMartin, Brian
dc.contributor.authorMahaffy, Peter
dc.contributor.editorNARST
dc.date.accessioned2017-05-03T16:11:23Z
dc.date.available2017-05-03T16:11:23Z
dc.date.issued2010
dc.date.modified2013-10-16T21:38:46Z
dc.identifier.urihttp://hdl.handle.net/10072/53587
dc.description.abstractTeachers, 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.
dc.description.publicationstatusYes
dc.languageEnglish
dc.publisherNational Association for Research in Science Teaching (NARST)
dc.publisher.placeChicago, United States
dc.publisher.urihttps://narst.org/conferences/2010-annual-conference
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAnnual Conference of the National Association for Research in Science Teaching
dc.relation.ispartofconferencetitleProceedings of the 2010 Annual International Conference Research into Practice: Practice Informing Research
dc.relation.ispartofdatefrom2010-03-21
dc.relation.ispartofdateto2010-03-24
dc.relation.ispartoflocationPhiladelphia, United States
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchcode130212
dc.titleEffectiveness of Scientific Visualizations for Supporting Conceptual Development in High School Physics and Chemistry
dc.typeConference output
dc.type.descriptionE2 - Conferences (Non Refereed)
dc.type.codeE - Conference Publications
gro.date.issued2010
gro.hasfulltextNo Full Text
gro.griffith.authorGeelan, David


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    Contains papers delivered by Griffith authors at national and international conferences.

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