Measuring the effectiveness of computer-based scientific visualisations for conceptual development in Australian chemistry classrooms
Year: 2010
Type: article
Abstract: : Visual modes of representation have always been very important in science and science education. Interactive computer-based animations and simulations offer new visual resources for chemistry education. Many studies have shown that students enjoy learning with visualizations but few have explored how learning outcomes compare when teaching with or without visualizations. This study employs a quasi-experimental crossover research design and quantitative methods to measure the educational effectiveness- defined as level of conceptual development on the part of students- of using computer-based scientific visualizations versus teaching without visualizations in teaching chemistry. In addition to finding that teaching with visualizations offered outcomes that were not significantly different from teaching without visualizations, the study also explored differences in outcomes for male and female students, students with different learning styles (visual, aural, kinesthetic) and students of differing levels of academic ability.
Authors: David Geelan, Michelle Mukherjee
Institution: The University of Queensland
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1510179511