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dc.contributor.authorGeelan, Daviden_US
dc.contributor.authorMahaffy, Peteren_US
dc.contributor.authorMukherjee, Michelleen_US
dc.date.accessioned2017-12-19T01:00:56Z
dc.date.available2017-12-19T01:00:56Z
dc.date.issued2014en_US
dc.date.modified2014-08-05T23:01:57Z
dc.identifier.issn14496313en_US
dc.identifier.doi10.14221/ajte.2014v39n2.4en_US
dc.identifier.urihttp://hdl.handle.net/10072/61862
dc.description.abstractScientific visualisations such as computer-based animations and simulations are increasingly a feature of high school Science instruction. Visualisations are adopted enthusiastically by teachers and embraced by students, and there is good evidence that they are popular and well received. There is limited evidence, however, of how effective they are in enabling students to learn key scientific concepts. This paper reports the results of a quantitative study conducted in Australian Chemistry classrooms. The visualisations chosen were from free online sources, intended to model the ways in which classroom teachers use visualisations, but were found to have serious flaws for conceptual learning. There were also challenges in the degree of interactivity available to students using the visualisations. Within these limitations, no significant difference was found for teaching with and without these visualisations. Further study using better-designed visualisations and with explicit attention to the pedagogy surrounding the visualisations will be required to gather high quality evidence of the effectiveness of visualisations for conceptual development.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent1016281 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.publisherAustralian Science Teachers Associationen_US
dc.publisher.placeAustraliaen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom30en_US
dc.relation.ispartofpageto38en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalTeaching Scienceen_US
dc.relation.ispartofvolume60en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130212en_US
dc.titleScientific Visualisations for Developing Students' Understanding of Concepts in Chemistry: some findings and some lessons learneden_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2014 Australian Science Teachers Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.hasfulltextFull Text
gro.griffith.authorGeelan, David


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