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But does it work? Effectiveness of scientific visualisations in high school chemistry and physics instruction
PROCEEDINGS

, University of Queensland, Australia ; , Queensland University of Technology, Australia

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

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.

Citation

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 ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2706-2715). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved August 24, 2019 from .

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