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But does it work? Effectiveness of scientific visualisations in high school chemistry and physics instruction
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Geelan, D. & Mukherjee, M. (2011). But does it work? Effectiveness of scientific visualisations in high school chemistry and physics instruction. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 2706-2715). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/38242.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2011
June 27, 2011
Theo Bastiaens & Martin Ebner
More Information on EDMEDIA
Table of Contents
Scientific 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 physics and chemistry classrooms. In general there was no statistically significant difference between teaching with and without visualisations, however there were intriguing differences around student sex and academic ability.
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- Explaining Topics in Physics: an International Video Study
- Identifying Affordances and Barriers to Student-centered, Collaborative Learning in the Integration of Interactive Whiteboard Technology
- One Approach to Finding Evidence for the Effectiveness of Scientific Visualisations in High School Physics and Chemistry Education
- Order of instruction effects – do they make a difference when teaching senior chemistry with computer based visualizations?
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- Validating a Technology Enhanced Student-Centered Learning Model
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