Using a Computer Animation to Teach High School Molecular Biology

Rotbain, Yosi; Marbach‐Ad, Gili; Stavy, Ruth

doi:10.1007/s10956-007-9080-4

Cited by 52 publications

(30 citation statements)

References 14 publications

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“…They said that they enjoyed the activity very much and would like to have such activities in other biology topics too. Similar feed back of students have also been reported by Rotbain et al (2008) in their study while teaching molecular biology by using computer animation.…”

Section: Discussionsupporting

confidence: 79%

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Mohapatra¹

2013

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Educators often struggle when teaching various membrane transport processes because typically they have only two-dimensional tools to teach something that plays out in four dimensions. Research has demonstrated that visualizing processes in three dimensions aids learning, and animations are effective visualization tools for learners and aid with long-term retention. The purpose of this study was to explore how far the use of computer animations in membrane transport instruction can contribute to pre-service teacher trainees' understanding of concepts and processes in membrane functions. Two comparable groups of first year pre-service teacher trainees participated: The control group (30 trainees) was taught in the traditional lecture format, while the experimental or animation group (32 trainees) received instructions which were integrated with computer animations. Four instruments were designed and used in the study: a closed form statement based questionnaire, a multiple choice questionnaire, an open ended questionnaire and personal interview. Analysis of the pre-test and post-test results showed that the experimental group had significantly higher scores than the control group. This trend was also reflected in personal interviews. This clearly indicates that computer animations have deepened the understanding of various concepts and processes of membrane transport of experimental group teacher trainees compared to that of control group. On the basis of these findings, it is concluded that animations can provide learners with explicit dynamic information that is either implicit or unavailable in static graphics. Therefore, it is recommended that the use of computer animation, a type of instructional mode which is capable of transforming students from passive receptacles of knowledge into active learners, should be used to teach Biology.

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Section: Discussionsupporting

confidence: 79%

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Mohapatra¹

2013

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“…The questions asked by the researcher in order to reveal students' preknowledge on the subjects, answering the questions concerning the subjects and the contents of the animations, class discussions held after the presentation of the animations and repetition of the uncomprehended subjects, in addition to the provision of the animations and simulations are among the other reasons of how the students of the animation group was more successful than the students of the control group. The finding that the use animation technique brings along a considerable difference in students' achievements is in line with the results of the previously conducted studies (Kelly & Jones, 2007;Rotbain, Marbach-Ad, & Stavy, 2008). It was determined that, after completion of the teaching activities both of the groups increased their academic achievement levels on the subjects included in the scope of the study in terms of their AAT pre-test and AAT post-test point averages ( Table 3).…”

Section: Resultssupporting

confidence: 87%

The Effects of Animation Technique on the 7th Grade Science and Technology Course

Aksoy¹

2012

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The purpose of this study is to determine the effect of animation technique on academic achievement of students in the "Human and Environment" unit lectured as part of the Science and Technology course of the seventh grade in primary education. The sample of the study consists of 58 students attending to the 7th grade of Erzurum MEB Yildizkent IMKB primary school under two different classes during the 2011-2012 academic year. While the lectures in the class designated as the animation group were given with animation technique, in the class designated as the control group Powerpoint presentations was utilized along with the traditional teaching methods. According to the findings, it was determined that animation technique is more effective than traditional teaching methods in terms of enhancing students' achievement. It was also determined in the study that, the Powerpoint presentations used together with the traditional teaching methods provided to the control group significantly help the students to increase their academic achievement.

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“…Only a handful of studies report instructional strategies and techniques, or uses of technology that might prove successful in the remediation of misunderstandings of electrochemistry concepts (Sanger 1996). Because students often have difficulty visualizing, understanding, and remembering how dynamic chemical processes occur, the use of computers to display dynamic motion can help students understand complex chemistry concepts (Rotbain et al 2008;Sanger and Greenbowe 1997;Williamson and Abraham 1995). In order to teach chemistry much more effectively new teaching methods are necessary.…”

mentioning

confidence: 99%

“…A conceptual animation should be designed to provide a visualization of a specific chemical process (Appling and Peake 2004;Ardac and Akaygun 2004;Burke et al 1998). The animation can be at the atomic or molecular level of representation, thereby helping students gain a better understanding of the concept of the particulate nature of matter (Noh and Scharmann 1997;Rotbain et al 2008;Yezierski and Birk 2006). Representing a chemical event correctly is the first step toward successful problem solving, and representation is an important aspect of conceptual understanding (Burke et al 1998;Liu 2006).…”

mentioning

confidence: 99%

Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry

Doymuş

Karaçöp

Şimşek

2010

Education Tech Research Dev

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Using a Computer Animation to Teach High School Molecular Biology

Cited by 52 publications

References 14 publications

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

Fostering Pre-Service Teacher Trainees’ Understanding of Membrane Transport with Interactive Computer Animations

The Effects of Animation Technique on the 7th Grade Science and Technology Course

Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry

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