Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
STUDENT’S ATTITUDES TOWARD INTEGRATING MOBILE TECHNOLOGY INTO TRANSLATION ACT...IJITE
Previous research shows that the integration of mobile phones in the classroom is challenging, but numerous studies have also demonstrated that wireless networks and mobile tools to support collaborative learning improve educational outcomes. This study aims to question the feasibility of replicating their research methodology in Taiwanese classrooms. For this purpose, two conventional classes of second year license degree in Applied Foreign Languages were the respondents. The students’ attitudes were observed and their participation was examined through an interview that revealed the perceptions of their learning experiences. The results of this study show that students, when allowed to use their cell phones according to their own needs in a collaborative learning, become more interested in their learning and can improve their English efficiency more than students in the conventional classroom. It is thus recommended that highly advanced technology be integrated with more flexibility to match students’ learning needs and motivations.
International Journal of Engineering Research and Applications (IJERA) aims to cover the latest outstanding developments in the field of all Engineering Technologies & science.
International Journal of Engineering Research and Applications (IJERA) is a team of researchers not publication services or private publications running the journals for monetary benefits, we are association of scientists and academia who focus only on supporting authors who want to publish their work. The articles published in our journal can be accessed online, all the articles will be archived for real time access.
Our journal system primarily aims to bring out the research talent and the works done by sciaentists, academia, engineers, practitioners, scholars, post graduate students of engineering and science. This journal aims to cover the scientific research in a broader sense and not publishing a niche area of research facilitating researchers from various verticals to publish their papers. It is also aimed to provide a platform for the researchers to publish in a shorter of time, enabling them to continue further All articles published are freely available to scientific researchers in the Government agencies,educators and the general public. We are taking serious efforts to promote our journal across the globe in various ways, we are sure that our journal will act as a scientific platform for all researchers to publish their works online.
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
Effect of Mnemonic and Teaching of Oxidation and Reduction Reactions to Secon...Premier Publishers
The purpose of the study was to ascertain the effect of teaching with or without Mnemonic on the academic performance of secondary school students in Chemistry in Calabar Education Zone, Cross River State, Nigeria. The sample consisted of 60 students selected by stratified random sampling method. The pretest-posttest control group quasi- experimental research design was adopted in the study. The treatment lasted for a period of four weeks. The data collected with a 60-item multiple choice achievement test instrument were analyzed using independent t test. The results indicated that there was a significant difference in the academic performance of students taught oxidation reduction reactions with and without mnemonic.
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
First-year teacher education students’ reflections and interpretations about ...Openmetsa
The priority objective of every society is to educate students to engage in creating a more sustainable future. In that, teachers play a crucial role. To meet the challenges, the goal of the present study was to investigate how first-year teacher education students (N = 121) reflect on, understand, and perceive the future of education for sustainable development. Participants were asked to complete a questionnaire designed to measure the use of diverse environments, communities, and technology at different school levels and how student teachers perceive them as a part of their past learning experiences and future teaching. The results indicated that, during their school history, the student teachers have had very few experiences with learning in diverse physical environments or social and technological environments outside of the classroom. The earlier experiences also correlated strongly with the intended teaching. Furthermore, most of the student teachers perceived sustainable development only as an ecological phenomenon. This raises a challenge for teacher education programs to widen the student teachers’ perspectives on learning and teaching by involving them in real-life activities and work with communities situated outside the classroom and the lecture hall. New technology can serve as a great support in that type of enterprise. The findings provide grounds for developing teacher education practices and an open learning environment, the “OpenForest” portal, further to meet these challenges.
International Conference on Sustainability, Technology and Education 2013, Malaysia, Kuala Lumpur
The Effects of Teaching the Iliad with Films on the Academic Success of Stude...inventionjournals
This study aims to find out the effects of teaching the Iliad with films on the academic success of Turkish Grade 10 students. The case study pattern is used in accordance with a qualitative research method. Percentage, frequency and arithmetic mean methods are used in the analysis of data with SPSS v. 14.0. T-test is used for the analysis of significance. The experimental group watched the movie selected and shortened in relation to the Iliad during Turkish Literature course, while the control group followed traditional teaching methods (plain lecturing). It was found that the academic success rates of the experimental and control groups differ and this difference favours the group who watched the movie
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
Technology and Early Childhood Education: A Technology
Integration Professional Development Model for Practicing
Teachers
Jared Keengwe Æ Grace Onchwari
Published online: 3 September 2009
� Springer Science+Business Media, LLC 2009
Abstract Despite the promise of technology in educa-
tion, many practicing teachers are faced with multiple
challenges of effectively integrating technology into their
classroom instruction. Additionally, teachers who are suc-
cessful incorporating educational technology into their
instruction recognize that although technology tools have
the potential to help children, they are not ends in them-
selves. This article describes a Summer Institute project
that the authors facilitated in a medium sized midwest
public university. The summer workshop afforded partici-
pating early childhood education teachers exciting oppor-
tunities to interact with various instructional tools and
technology applications. Further, the practicing teachers
explored various strategies to integrate specific technology
tools into their lessons in a manner consistent with con-
structivist pedagogy. This article is intended to stimulate
reflections on the need to adopt a suitable technology
integration professional development model in early
childhood education classrooms to support young learners.
Keywords Early childhood education � Teachers �
Technology integration � Professional development
Introduction
The integration of educational technology into classroom
instruction to enhance student learning is of increasing
interest to stakeholders such as policymakers, administra-
tors, educators, students, and parents (Keengwe 2007).
Over the past decade, educators have been under pressure
to reform school through technology. Public and political
support for technology use has generated billions of dollars
toward increasing its availability to schools and colleges
(Cuban 2001; Oppenheimer 2003). About 90% of all
children today have used a computer (Debell and Chapman
2003). However, the National Center for Education Sta-
tistics (NCES) reported that only half of the public school
teachers who had computers or the Internet available in the
schools used them for classroom instruction (Judson 2006).
Many parents recognize that technology is important
and its use can improve the quality of work children
complete in and outside school (Kook 1997). Even so,
there are concerns about technology’s potential benefits or
harm to young children. By creating appropriate technol-
ogy-based learning environments and developmentally
appropriate activities for children, teachers can provide a
variety of positive learning experiences for young learners.
However, as Wang and Hoot (2006) note:
Early childhood educators are now moving away
from asking the simple question of whether technol-
ogy is developmentally appropriate for young chil-
dren. Rather, they are more concerned with how
[information and communicati.
Qualitative Chemistry Education: The Role of the TeacherIOSR Journals
Abstract: This paper discussed the role of a chemistry teacher towards improving the quality of education in Nigeria. The decline in the quality of education has been attributed to many factors. Some of these factors are unqualified teachers, examination malpractice,, lack of practical skills, method of classroom instruction, to mention but a few. The role of a chemistry teacher among others is to change the method of classroom instruction from lecture method to innovative learning strategy such as cooperative learning and concept mapping, and to make use of improvised materials in the absence of standard equipments . It also examine the problems associated with the fall in quality of education. Finally it is recommended that Government should ensure that adequate funds are released to train science teachers, since teachers are the main determinant of quality in Education.
Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
STUDENT’S ATTITUDES TOWARD INTEGRATING MOBILE TECHNOLOGY INTO TRANSLATION ACT...IJITE
Previous research shows that the integration of mobile phones in the classroom is challenging, but numerous studies have also demonstrated that wireless networks and mobile tools to support collaborative learning improve educational outcomes. This study aims to question the feasibility of replicating their research methodology in Taiwanese classrooms. For this purpose, two conventional classes of second year license degree in Applied Foreign Languages were the respondents. The students’ attitudes were observed and their participation was examined through an interview that revealed the perceptions of their learning experiences. The results of this study show that students, when allowed to use their cell phones according to their own needs in a collaborative learning, become more interested in their learning and can improve their English efficiency more than students in the conventional classroom. It is thus recommended that highly advanced technology be integrated with more flexibility to match students’ learning needs and motivations.
International Journal of Engineering Research and Applications (IJERA) aims to cover the latest outstanding developments in the field of all Engineering Technologies & science.
International Journal of Engineering Research and Applications (IJERA) is a team of researchers not publication services or private publications running the journals for monetary benefits, we are association of scientists and academia who focus only on supporting authors who want to publish their work. The articles published in our journal can be accessed online, all the articles will be archived for real time access.
Our journal system primarily aims to bring out the research talent and the works done by sciaentists, academia, engineers, practitioners, scholars, post graduate students of engineering and science. This journal aims to cover the scientific research in a broader sense and not publishing a niche area of research facilitating researchers from various verticals to publish their papers. It is also aimed to provide a platform for the researchers to publish in a shorter of time, enabling them to continue further All articles published are freely available to scientific researchers in the Government agencies,educators and the general public. We are taking serious efforts to promote our journal across the globe in various ways, we are sure that our journal will act as a scientific platform for all researchers to publish their works online.
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
Effect of Mnemonic and Teaching of Oxidation and Reduction Reactions to Secon...Premier Publishers
The purpose of the study was to ascertain the effect of teaching with or without Mnemonic on the academic performance of secondary school students in Chemistry in Calabar Education Zone, Cross River State, Nigeria. The sample consisted of 60 students selected by stratified random sampling method. The pretest-posttest control group quasi- experimental research design was adopted in the study. The treatment lasted for a period of four weeks. The data collected with a 60-item multiple choice achievement test instrument were analyzed using independent t test. The results indicated that there was a significant difference in the academic performance of students taught oxidation reduction reactions with and without mnemonic.
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
First-year teacher education students’ reflections and interpretations about ...Openmetsa
The priority objective of every society is to educate students to engage in creating a more sustainable future. In that, teachers play a crucial role. To meet the challenges, the goal of the present study was to investigate how first-year teacher education students (N = 121) reflect on, understand, and perceive the future of education for sustainable development. Participants were asked to complete a questionnaire designed to measure the use of diverse environments, communities, and technology at different school levels and how student teachers perceive them as a part of their past learning experiences and future teaching. The results indicated that, during their school history, the student teachers have had very few experiences with learning in diverse physical environments or social and technological environments outside of the classroom. The earlier experiences also correlated strongly with the intended teaching. Furthermore, most of the student teachers perceived sustainable development only as an ecological phenomenon. This raises a challenge for teacher education programs to widen the student teachers’ perspectives on learning and teaching by involving them in real-life activities and work with communities situated outside the classroom and the lecture hall. New technology can serve as a great support in that type of enterprise. The findings provide grounds for developing teacher education practices and an open learning environment, the “OpenForest” portal, further to meet these challenges.
International Conference on Sustainability, Technology and Education 2013, Malaysia, Kuala Lumpur
The Effects of Teaching the Iliad with Films on the Academic Success of Stude...inventionjournals
This study aims to find out the effects of teaching the Iliad with films on the academic success of Turkish Grade 10 students. The case study pattern is used in accordance with a qualitative research method. Percentage, frequency and arithmetic mean methods are used in the analysis of data with SPSS v. 14.0. T-test is used for the analysis of significance. The experimental group watched the movie selected and shortened in relation to the Iliad during Turkish Literature course, while the control group followed traditional teaching methods (plain lecturing). It was found that the academic success rates of the experimental and control groups differ and this difference favours the group who watched the movie
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
Technology and Early Childhood Education: A Technology
Integration Professional Development Model for Practicing
Teachers
Jared Keengwe Æ Grace Onchwari
Published online: 3 September 2009
� Springer Science+Business Media, LLC 2009
Abstract Despite the promise of technology in educa-
tion, many practicing teachers are faced with multiple
challenges of effectively integrating technology into their
classroom instruction. Additionally, teachers who are suc-
cessful incorporating educational technology into their
instruction recognize that although technology tools have
the potential to help children, they are not ends in them-
selves. This article describes a Summer Institute project
that the authors facilitated in a medium sized midwest
public university. The summer workshop afforded partici-
pating early childhood education teachers exciting oppor-
tunities to interact with various instructional tools and
technology applications. Further, the practicing teachers
explored various strategies to integrate specific technology
tools into their lessons in a manner consistent with con-
structivist pedagogy. This article is intended to stimulate
reflections on the need to adopt a suitable technology
integration professional development model in early
childhood education classrooms to support young learners.
Keywords Early childhood education � Teachers �
Technology integration � Professional development
Introduction
The integration of educational technology into classroom
instruction to enhance student learning is of increasing
interest to stakeholders such as policymakers, administra-
tors, educators, students, and parents (Keengwe 2007).
Over the past decade, educators have been under pressure
to reform school through technology. Public and political
support for technology use has generated billions of dollars
toward increasing its availability to schools and colleges
(Cuban 2001; Oppenheimer 2003). About 90% of all
children today have used a computer (Debell and Chapman
2003). However, the National Center for Education Sta-
tistics (NCES) reported that only half of the public school
teachers who had computers or the Internet available in the
schools used them for classroom instruction (Judson 2006).
Many parents recognize that technology is important
and its use can improve the quality of work children
complete in and outside school (Kook 1997). Even so,
there are concerns about technology’s potential benefits or
harm to young children. By creating appropriate technol-
ogy-based learning environments and developmentally
appropriate activities for children, teachers can provide a
variety of positive learning experiences for young learners.
However, as Wang and Hoot (2006) note:
Early childhood educators are now moving away
from asking the simple question of whether technol-
ogy is developmentally appropriate for young chil-
dren. Rather, they are more concerned with how
[information and communicati.
Qualitative Chemistry Education: The Role of the TeacherIOSR Journals
Abstract: This paper discussed the role of a chemistry teacher towards improving the quality of education in Nigeria. The decline in the quality of education has been attributed to many factors. Some of these factors are unqualified teachers, examination malpractice,, lack of practical skills, method of classroom instruction, to mention but a few. The role of a chemistry teacher among others is to change the method of classroom instruction from lecture method to innovative learning strategy such as cooperative learning and concept mapping, and to make use of improvised materials in the absence of standard equipments . It also examine the problems associated with the fall in quality of education. Finally it is recommended that Government should ensure that adequate funds are released to train science teachers, since teachers are the main determinant of quality in Education.
TOJET The Turkish Online Journal of Educational Technology.docxMARRY7
TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1
Copyright The Turkish Online Journal of Educational Technology 183
THE EFFECTS OF THE COMPUTER-BASED INSTRUCTION ON THE
ACHIEVEMENT AND PROBLEM SOLVING SKILLS OF THE SCIENCE AND
TECHNOLOGY STUDENTS
Oğuz SERİN
Cyprus International University, Faculty of Education,
Nicosia-North Cyprus
[email protected]
ABSTRACT
This study aims to investigate the effects of the computer-based instruction on the achievements and problem
solving skills of the science and technology students. This is a study based on the pre-test/post-test control group
design. The participants of the study consist of 52 students; 26 in the experimental group, 26 in the control
group. The achievements test on “the world, the sun and the moon” and the Problem Solving Inventory for
children were used to collect data. The experimental group received the computer-based science and technology
instruction three hours a week during three weeks. In the analyses of data, the independent groups t-test was used
at the outset of the study to find out the whether the levels of the two groups were equivalent in terms of their
achievements and problem solving skills and the Kolmogorov-Smirnov single sample test to find out whether the
data follow a normal distribution and finally, the covariance analysis (ANCOVA) to evaluate the efficacy of the
experimental process. The result of the study reveals that there is a statistically significant increase in the
achievements and problem solving skills of the students in the experimental group that received the computer-
based science and technology instruction.
Keywords: Computer-based instruction (CBI), the Science and Technology Course, learning packet,
achievement, problem solving skills, primary education
INTRODUCTION
Great emphasis is placed on the computer-based science and technology laboratories as well as ordinary science
laboratories in the educational curricula of the developed countries. One of the aims of the science and
technology course is to train individuals capable of keeping up the fast developing and changing science world
and capable of utilizing the recent technological discoveries in every field. Researchers have been interested in
revealing the effects of the computer-based instruction, which began to be used with the invention of the
computer, which is one of the most important technological devices of the time.
As a result of the rapid development of the information and communication technology, the use of computers in
education has become inevitable. The use of technology in education provides the students with a more suitable
environment to learn, serves to create interest and a learning centred-atmosphere, and helps increase the
students’ motivation. The use of technology in this way plays an important role in the teaching and learning
process (İşman, Baytekin, Balkan, Horzum, & Kıyıcı, ...
This is the paper written about the project carried out between September 2014 - January 2015 at University of Oulu for the Ubiquitous Computing Fundamentals course.
UbiTeach is a project carried out for the Ubiquitous Computing Fundamentals course at the University of Oulu. UbiTeach is a multi-device interactive application that supports and enhance learning and teaching experiences within a classroom by offering additional means to propose and solve exercises, gain insights and feedbacks about the students. The team went through 7 steps:
- Concept Idea
- Literature survey about the state of the art
- System design
- UI design
- Prototyping
- Evaluation in-the-wild
- Final Report
EFFECTS OF COMPUTER-BASED SIMULATIONS TEACHING APPROACH ON CHEMISTRY SELF-CON...IJITE
The role of Chemistry education is to help in the development of scientific attitude in the learner. The
students’ performance in Chemistry at the national examinations in Kenya has remained poor, despite the
importance attached to the subject. Many factors influence this performance, one being learners' chemistry
self-concept. Computer-Based Instruction may help address the problem of student’s negative chemistry
self-concept as most educational institutions take learning online due to COVID -19 pandemic. In an
attempt to address this, this study aimed at finding out the effects of Computer-Based Simulations (CBS) on
students’ chemistry self-concept. The study involved quasi-experimental research using Solomon Four
Non- Equivalent Control Group Design. Sample size was 175 students. Instrument of data collection was
Chemistry Self-Concept Questionnaire (CSCQ). Results revealed that there is statistically significant
difference in the chemistry self-concept of students taught through CBS and those taught through Regular
Teaching Methods (RTM). Students taught through CBS acquired a higher level of chemistry self-concept
than those taught through RTM.
Techniques for integrating native technologies with ict to teach zoologyDr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How libraries can support authors with open access requirements for UKRI fund...
Tusedv7i2a5
1. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
N
TÜRK FEN EĞİTİMİ DERGİSİ
Yıl 7, Sayı 2, Haziran 2010
111
Journal of
TURKISH SCIENCE EDUCATION
Volume 7, Issue 2, June 2010
http://www.tused.org
Alternative Methods in Learning Chemistry:
Learning with Animation, Simulation, Video and Multimedia
Bülent PEKDAĞ1
1
Assist. Prof. Dr., Balıkesir University, Necatibey Education Faculty, Dept. of Sec. Sci. and Math. Edu.,
Chemistry Education, Balıkesir-TURKEY
Received: 18.02.2009
Düzeltildi: 30.06.2009
Kabul Edildi: 10.10.2009
The original language of article is Turkish (v.7, n.2, June 2010, pp.79-110)
Keywords: Chemistry Education; Animation; Simulation; Video; Multimedia; Dual Coding Theory;
Cognitive Load Theory.
SYNOPSIS
INTRODUCTION
Occurring on a molecular level in many chemical phenomena makes learning chemistry
difficult (Ben-Zvi, Eylon & Silberstein, 1987; Gabel, Samuel & Hunn, 1987). This is because
an understanding of chemistry is based on assigning meaning to the unseen and the intangible
(Kozma & Russell, 1997). In recent years, benefit has been derived from information and
communication technologies (ICT) in attempting to overcome the difficulties encountered in
the conceptual learning of chemistry (Hakerem, Dobrynina & Shore, 1993; Hameed, Hackling
& Garnett, 1993; Russell & Kozma, 1994; Williamson & Abraham, 1995; Russell et al.,
1997; Burke, Greenbowe & Windschitl, 1998; Sanger, Phelps & Fienhold, 2000; Ebenezer,
2001; Laroche, Wulfsberg & Young, 2003; Stieff & Wilensky, 2003; Yang, Andre,
Greenbowe & Tibell, 2003; Ardac & Akaygun, 2004; Marcano, Williamson, Ashkenazi,
Tasker & Williamson, 2004; Zahn, Barquero & Schwan, 2004; Kıyıcı & Yumuşak, 2005;
Lee, Plass & Homer, 2006; Kelly & Jones, 2007; Michel, Roebers & Schneider, 2007;
Winberg & Berg, 2007; Abdullah & Shariff, 2008; Daşdemir, Doymuş, Şimşek & Karaçöp,
2008). Alternative learning methods such as animation, simulation, video, multimedia and
other similar technological tools have become more important in chemistry education.
Therefore, the main argument of this study is to focus on those alternative learning methods in
chemistry education.
PURPOSE OF THE STUDY
The main purpose of this study is to review the research articles related to effects of
technological tools (animation, simulation, video, multimedia) on learning chemistry. This
compilation is significant in terms of both setting forth the benefits technological tools can
provide students and also as a source of information on Internet-based learning opportunities.
The present study also gives information on cognitive load theory (Sweller, 1988; Chandler &
Corresponding Author email: pekdag@balikesir.edu.tr
2. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
112
Sweller, 1991; Baddeley, 1992) which may be useful to researchers in examining the effects
of technological tools on learning.
DISCUSSION and RECOMMENDATIONS
Many students in secondary school and in the universities have many difficulties in
understanding chemistry (Ross & Munby, 1991; Griffiths & Preston, 1992; Nakhleh, 1992;
Schmidt, 1995; Sanger & Greenbowe, 1997; Stavridou & Solomonidou, 1998; Pınarbaşı &
Canpolat, 2003; Sepet, Yılmaz & Morgil, 2004; Agung & Schwartz, 2007; Othman, Treagust
& Chandrasegaran, 2008). For this reason, students develop scientifically unacceptable
conceptions about many subjects or concepts in chemistry. Their knowledge of chemistry is
therefore incomplete and incoherent (Kozma & Russell, 1997). Many students, in fact, merely
memorize chemistry concepts without actually learning them (Haidar, 1997; Niaz &
Rodriguez, 2000). This situation is an indication of why some students never come to like
chemistry.
Conceptual understanding in chemistry is related to the ability to explain chemical
phenomena through the use of macroscopic, molecular and symbolic levels of representation
(Gabel, Samuel & Hunn, 1987; Johnstone, 1993; Gabel & Bunce, 1994; Wu, Krajcik &
Soloway, 2001). It is known that when relationships are formed between these three levels of
representation, students understand and learn more in chemistry (Sanger, Phelps & Fienhold,
2000). In learning environments that include ICT, students are able to form successful
relationships between the three levels of representation in chemistry (Marcano et al., 2004)
and thus learn the subject in a more effective and meaningfully (Nakhleh & Mitchell, 1993;
Paselk, 1994).
Individuals construct mental models to interpret phenomena and make sense of them
(Johnson-Laird, 1983). A mental model is defined as an individual’s personal description of a
concept or event that has been impressed in that person’s mind (Coll & Treagust, 2003).
Through ICT, students rearrange their thoughts about chemical phenomena and processes and
build meaningful mental models (Clark & Jorde, 2004). ICT provide students the opportunity
of improving their conceptual understanding and forming mental models of high quality
(Lowe, 2003; Marcano et al., 2004).
Designs of constructivist learning environments that encompassed ICT for teaching
chemistry were seen in the 1980’s. In those years, ICT were used to teach high school
chemistry students the subject of titration (Stevens, Zech & Katkanant, 1988). With the use of
these technologies within the educational environments, the mode of education switched from
teacher-centered learning to student-centered learning. In student-centered learning, instead of
remaining passive, students actively participate in the learning process (problem-solving,
building of knowledge, etc.) (Bernauer, 1995; Own & Wong, 2000). The role of ICT in
student-centered education is to provide tools whereby the student’s comprehension ability
can be increased (Mayer, 2003).
It is known that the collaborative learning method benefits students in their learning
process (Lonning, 1993). The use of ICT in teaching environments provides students with the
opportunity for group work. The students can then communicate with each other to discuss
the chemical phenomena and explain the chemical concepts (Basili & Sanford, 1991) that
have been presented to them in the learning environment with technological tools (animation,
simulation, videos, etc.) (Laroche, Wulfsberg & Young, 2003). This gives students the chance
to exchange information and build a body of common knowledge (Solomon, 1987; Driver,
Asoko, Leach, Mortimer & Scott, 1994).
Using ICT in teaching and learning is of the greatest importance. Teachers however
may think that these technologies will be taking over their teaching responsibilities
(Sutherland, 2004). Teachers must be well informed so that they do not harbour such beliefs.
3. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
113
Teachers should be provided with scientific explanations as to what the teacher’s
responsibility is and should be, within the framework of constructivist teaching that
encompasses ICT. Furthermore, it will also be very important to enhance teachers’ knowledge
about how exactly to benefit from technological tools in the teaching environment. Teacher
education should not only include technical information as to how to use the technology but
should also cover how to choose the right methods and strategies to be used in the teaching
environment where technological tools are employed. Teachers should be informed about the
benefits technological tools can offer students when used in the classroom. For example,
some chemical reactions may constitute a serious risk for students if carried out on their own.
Instead of having students work on such reactions, possible risks might be avoided by using
ICT to demonstrate.
The biggest problem encountered in the use of ICT in the classroom is the failure of
teachers to effectively integrate these technologies with teaching and learning processes
(Demiraslan & Usluel, 2005; Usun, 2006; Gülbahar, 2008). Teachers should be provided with
in-service education on ICT integration. These in-service training sessions offered to teachers
should be based on a “learning through doing” model and should be conducted by competent
authorities. Teachers should be provided with an environment that will be conducive to
learning more about making use of multimedia, simulation and animation software. Concrete
examples should be presented to teachers in in-service training sessions. The effective and
productive use of ICT in the classroom as well as the important role these technologies play in
teaching and learning should be impressed upon teachers. Teachers should be consulted in the
planning of in-service training programs and they should also be provided with opportunities
for continuous education (Akpınar, 2003; Demiraslan & Usluel, 2005; Altun, 2007). Teachers
should use ICT in the classroom environment for the purpose of supporting and improving
their teaching (Sarıçayır, Şahin & Üce, 2006; Arnold, Padilla & Tunhikorn, 2009). The
Ministry of National Education and school administrators should encourage teachers to use
such technologies in the classroom environment.
Advances in technology and science have drawn attention to technological tools that
appeal to the sense organs and require interaction with the learner in educational
environments (Akkoyunlu & Yılmaz, 2005). Inevitably today, learning environments will
from hereon be designed to make use of technological tools. Such educational tools should be
designed to serve pedagogical purposes. Designs must consider both a student’s prior
knowledge and the development of knowledge over the course of the student’s learning
process. Moreover, the design of technological tools should consider the advantages that will
be made available to curriculum as well as respond to the needs of students. That is, if a
teacher is to benefit from a technological tool (animation, simulation or video) in the transfer
of knowledge, the information provided by means of that technological tool must be
appropriate to the student’s level of knowledge. Another matter to be considered in the design
of technological tools is cognitive load. The concept of cognitive load is defined as the mental
cost of what is necessary to achieve activity in an individual’s cognitive system (Sweller,
1988). Technological tools should be designed so as not to create an extreme load for the
student’s cognitive system. Memorization is influenced by extreme cognitive loads (Winberg
& Berg, 2007).
CONCLUSION
Chemistry teachers must make much effort to create an ideal environment for teaching
and learning. Including technological tools in the classroom will require teachers to employ
different teaching techniques. Instead of making use of technological tools for a short-term
educational program, however, students will benefit more from a longer period of learning.
Designers of chemistry curriculum as well as chemistry teachers should take care to plan and
4. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
114
implement activities that include technological tools in accordance with pedagogical
objectives since the structure of such activities will be meaningfully effective in a student’s
learning process. Furthermore, researchers in chemistry education may benefit from dual
coding theory (Paivio, 1971, 1986; Clark & Paivio, 1991) and cognitive load theory (Sweller,
1988; Chandler & Sweller, 1991; Baddeley, 1992) through studies on the influence of ICT on
learning. Although these theories are familiar to researchers in cognitive psychology, they are
not adequately known in chemistry education. Recently, it has been observed that studies on
the effects of technological tools on learning and teaching have begun to make use of the two
theories. Dual coding theory and cognitive load theory may constitute new fields of study for
researchers in chemistry education.
In conclusion, information and communication technologies present significant
opportunities in the near future for the chemistry education programs. They may also be a
beneficial and effective tool in the development of new methods and techniques.
5. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
115
References
Abdullah, S., & Shariff, A. (2008). The effects of inquiry-based computer simulation with
cooperative learning on scientific thinking conceptual understanding of gas laws.
Eurasia Journal of Mathematics, Science and Technology Education, 4(4), 387-398.
Agung, S., & Schwartz, M. S. (2007). Students’ understanding of conservation of matter,
stoichiometry and balancing equations in Indonesia. International Journal of Science
Education, 29(13), 1679-1702.
Akkoyunlu, B., & Yılmaz, M. (2005). Türetimci çoklu ortam öğrenme kuramı. Hacettepe
Üniversitesi Eğitim Fakültesi Dergisi, 28, 9-18.
Akpınar, Y. (2003). Öğretmenlerin yeni bilgi teknolojileri kullanımında yükseköğretimin
etkisi: İstanbul okulları örneği. The Turkish Online Journal of Educational Technology,
2(2), 79-96.
Altun, T. (2007). Information and communications technology (ICT) in initial teacher
education: What can Turkey learn from range of international perspectives? Journal of
Turkish Science Education, 4(2), 45-60.
Ardac, D., & Akaygun, S. (2004). Effectiveness of multimedia-based instruction that
emphasizes molecular representations on students’ understanding of chemical change.
Journal of Research in Science Teaching, 41(4), 317-337.
Arnold, S. R., Padilla, M. J., & Tunhikorn, B. (2009). The development of pre-service science
teachers’ professional knowledge in utilizing ICT to support professional lives. Eurasia
Journal of Mathematics, Science and Technology Education, 5(2), 91-101.
Baddeley, A. (1992). Working memory. Science, 255, 556-559.
Basili, P. A., & Sanford, J. P. (1991). Conceptual change strategies and cooperative group
work in chemistry. Journal of Research in Science Teaching, 28, 293-304.
Ben-Zvi, R., Eylon, B., & Silberstein, J. (1987). Students’ visualization of a chemical
reaction. Education in Chemistry, 24, 117-120.
Bernauer, J. A. (1995, April). Integrating technology into the curriculum: First year
evaluation. Paper presented at the annual meeting of the American Educational
Research Association, San Francisco, CA. (ERIC Document Reproduction Service No.
ED385224)
Burke, K. A., Greenbowe, T. J., & Windschitl, M. A. (1998). Developing and using
conceptual computer animations for chemistry instruction. Journal of Chemical
Education, 75(12), 1658-1660.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction.
Cognition and Instruction, 8, 293-332.
Clark, D., & Jorde, D. (2004). Helping students revise disruptive experientially supported
ideas about thermodynamics: Computer visualizations and tactile models. Journal of
Research in Science Teaching, 41(1), 1-23.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology
Review, 3(3), 149-210.
Coll, R. K., & Treagust, D. F. (2003). Investigation of secondary school, undergraduate, and
graduate learners’ mental models of ionic bonding. Journal of Research in Science
Teaching, 40(5), 464-486.
Daşdemir, İ., Doymuş, K., Şimşek, Ü., & Karaçöp, A. (2008). The effects of animation
technique on teaching of acids and bases topics. Journal of Turkish Science Education,
5(2), 60-69.
Demiraslan, Y., & Usluel, Y, K. (2005). Bilgi ve iletişim teknolojilerinin öğrenme öğretme
sürecine entegrasyonunda öğretmenlerin durumu. The Turkish Online Journal of
Educational Technology, 4(3), 109-113.
6. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
116
Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific
knowledge in the classroom. Educational Researcher, 23(7), 5-12.
Ebenezer, J. V. (2001). A hypermedia environment to explore and negotiate students’
conceptions: Animation of the solution process of table salt. Journal of Science
Education and Technology, 10(1), 73-92.
Gabel, D. L., & Bunce, D. M. (1994). Research on problem solving: Chemistry. In D. L.
Gabel (Ed.), Handbook of Research on Science Teaching and Learning (pp. 301-325).
New York: Macmillan.
Gabel, D. L., Samuel, K. V., & Hunn, D. (1987). Understanding the particulate nature of
matter. Journal of Chemical Education, 64(8), 695-697.
Griffiths, A. K., & Preston, K. R. (1992). Grade-12 students’ misconceptions relating to
fundamental characteristics of atoms and molecules. Journal of Research in Science
Teaching, 29(6), 611-628.
Gülbahar, Y. (2008). ICT usage in higher education: A case study on preservice teachers and
instructors. The Turkish Online Journal of Educational Technology, 7(1), 32-37.
Haidar, A. H. (1997). Prospective chemistry teachers’ conceptions of the conservation of
matter and related concepts. Journal of Research in Science Teaching, 34(2), 181-197.
Hakerem, G., Dobrynina, G., & Shore, L. (1993, April). The effect of interactive, three
dimensional, high speed simulations on high school science students’ conceptions of the
molecular structure of water. Paper presented at the annual meeting of the National
Association for Research in Science Teaching, Atlanta, GA. (ERIC Document
Reproduction Service No. ED362390)
Hameed, H., Hackling, M. W., & Garnett, P. J. (1993). Facilitating conceptual change in
chemical equilibrium using a CAI strategy. International Journal of Science Education,
15(2), 221-230.
Johnson-Laird, P. (1983). Mental models. Cambridge: Cambridge University Press.
Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to
changing demand. Journal of Chemical Education, 70, 701-704.
Kelly, R. M., & Jones, L. L. (2007). Exploring how different features of animations of sodium
chloride dissolution affect students’ explanations. Journal of Science Education and
Technology, 16(5), 413-429.
Kıyıcı, G., & Yumuşak, A. (2005). Fen bilgisi laboratuarı dersinde bilgisayar destekli
etkinliklerin öğrenci kazanımları üzerine etkisi: Asit-baz kavramları ve titrasyon konusu
örneği. The Turkish Online Journal of Educational Technology, 4(4), 130-134.
Kozma, R. B., & Russell, J. (1997). Multimedia and understanding: Expert and novice
responses to different representations of chemical phenomena. Journal of Research in
Science Teaching, 34(9), 949-968.
Laroche, L. H., Wulfsberg, G., & Young, B. (2003). Discovery videos: A safe, tested, timeefficient way to incorporate discovery-laboratory experiments into the classroom.
Journal of Chemical Education, 80(8), 962-966.
Lee, H., Plass, J. L., & Homer, B. D. (2006). Optimizing cognitive load for learning from
computer-based science simulations. Journal of Educational Psychology, 98(4), 902913.
Lonning, R. A. (1993). Effect of cooperative learning strategies on student verbal interactions
and achievement during conceptual change instruction in 10th grade general science.
Journal of Research in Science Teaching, 30(9), 1087-1101.
Lowe, R. K. (2003). Animation and learning: Selective processing of information in dynamic
graphics. Learning and Instruction, 13(2), 157-176.
7. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
117
Marcano, A. V., Williamson, V. M., Ashkenazi, G., Tasker, R., & Williamson, K. C. (2004).
The use of video demonstrations and particulate animation in general chemistry.
Journal of Science Education and Technology, 13(3), 315-323.
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional
design methods across different media. Learning and Instruction, 13(2), 125-139.
Michel, E., Roebers, C. M., & Schneider, W. (2007). Educational films in the classroom:
Increasing the benefit. Learning and Instruction, 17, 172-183.
Nakhleh, M. B. (1992). Why some students don’t learn chemistry. Journal of Chemical
Education, 69(3), 191-196.
Nakhleh, M. B., & Mitchell, R. C. (1993). Concept learning versus problem solving: There is
a difference. Journal of Chemical Education, 70(3), 190-192.
Niaz, M., & Rodriguez, M. A. (2000). Teaching chemistry as rhetoric of conclusions or
heuristic principles - a history and philosophy of science perspective. Chemistry
Education: Research and Practice in Europe, 1(3), 315-322.
Othman, J., Treagust, D. F., & Chandrasegaran, A. L. (2008). An investigation into the
relationship between students’ conceptions of the particulate nature of matter and their
understanding of chemical bonding. International Journal of Science Education, 30(11),
1531-1550.
Own, Z., & Wong, K. P. (2000, November). The application of scaffolding theory on the
elemental school acid – basic chemistry web. Paper presented at the International
Conference on Computers in Education/International Conference on Computer-Assisted
Instruction (ICCE/ICCAI), Taipei, Taiwan. (ERIC Document Reproduction Service No.
ED454827)
Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart and Winston.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, UK: Oxford
University Press.
Paselk, R. A. (1994). Visualization of the abstract in general chemistry. Journal of Chemical
Education, 71, 225.
Pınarbaşı, T., & Canpolat, N. (2003). Students’ understanding of solution chemistry concepts.
Journal of Chemical Education, 80(11), 1328-1332.
Ross, B., & Munby, H. (1991). Concept mapping and misconceptions: A study of high-school
students’ understandings of acids and bases. International Journal of Science
Education, 13(1), 11-23.
Russell, J. W., & Kozma, R. B. (1994). 4M:Chem-multimedia and mental models in
chemistry. Journal of Chemical Education, 71(8), 669-670.
Russell, J. W., Kozma, R. B., Jones, T., Wykoff, J., Marx, N., & Davis, J. (1997). Use of
simultaneous-synchronized macroscopic, microscopic, and symbolic representations to
enhance the teaching and learning of chemical concepts. Journal of Chemical
Education, 74(3), 330-334.
Sanger, M. J., & Greenbowe, T. J. (1997). Common student misconceptions in
electrochemistry: Galvanic, electrolytic, and concentration cells. Journal of Research in
Science Teaching, 34(4), 377-398.
Sanger, M. J., Phelps, A. J., & Fienhold, J. (2000). Using a computer animation to improve
students’ conceptual understanding of a can-crushing demonstration. Journal of
Chemical Education, 77(11), 1517-1520.
Sarıçayır, H., Şahin, M., & Üce, M. (2006). Dynamic equilibrium explained using the
computer. Eurasia Journal of Mathematics, Science and Technology Education, 2(2),
130-137.
8. Pekdağ/ TÜFED-TUSED/ 7(2) 2010
118
Schmidt, H.-J. (1995). Applying the concept of conjugation to the Brønsted theory of acidbase reactions by senior high school students from Germany. International Journal of
Science Education, 17(6), 733-741.
Sepet, A., Yılmaz, A., & Morgil, İ. (2004). Lise ikinci sınıf öğrencilerinin kimyasal denge
konusundaki kavramları anlama seviyeleri ve kavram yanılgıları. Hacettepe Üniversitesi
Eğitim Fakültesi Dergisi, 26, 148-154.
Solomon, J. (1987). Social influences on the construction of pupils’ understanding of science.
Studies in Science Education, 14, 63-82.
Stevens, D. J., Zech, L., & Katkanant, C. (1988). An interactive videodisc and laboratory
instructional approach in a high school science class. Journal of Research on
Computing in Education, 20, 303-309.
Stieff, M., & Wilensky, U. (2003). Connected chemistry - incorporating interactive
simulations into the chemistry classroom. Journal of Science Education and
Technology, 12(3), 285-302.
Sutherland, R. (2004). Designs for learning: ICT and knowledge in the classroom. Computers
& Education, 43, 5-16.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive
Science, 12(2), 257-285.
Usun, S. (2006). Applications and problems of computer assisted education in Turkey. The
Turkish Online Journal of Educational Technology, 5(4), 11-16.
Williamson, V. M., & Abraham, M. R. (1995). The effects of computer animation on the
particulate mental models of college chemistry students. Journal of Research in Science
Teaching, 32(5), 521-534.
Winberg, T. M., & Berg, C. A. R. (2007). Students’ cognitive focus during a chemistry
laboratory exercise: Effects of a computer-simulated prelab. Journal of Research in
Science Teaching, 44(8), 1108-1133.
Wu, H.-K., Krajcik, J. S., & Soloway, E. (2001). Promoting understanding of chemical
representations: Students’ use of a visualization tool in the classroom. Journal of
Research in Science Teaching, 38(7), 821-842.
Yang, E., Andre, T., Greenbowe, T. J., & Tibell, L. (2003). Spatial ability and the impact of
visualization/animation on learning electrochemistry. International Journal of Science
Education, 25(3), 329-349.
Zahn, C., Barquero, B., & Schwan, S. (2004). Learning with hyperlinked videos – design
criteria and efficient strategies for using audiovisual hypermedia. Learning and
Instruction, 14(3), 275-291.