The Effects of Animation Technique on the 7th Grade Science and Technology Course
Author(s)
Gokhan Aksoy
ABSTRACT
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.
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.
KEYWORDS
Human and Environment; Animation Technique; Simulation; Science and Technology; Academic Achievement
Human and Environment; Animation Technique; Simulation; Science and Technology; Academic Achievement
Cite this paper
Aksoy, G. (2012). The Effects of Animation Technique on the 7th Grade Science and Technology Course. Creative Education, 3, 304-308. doi: 10.4236/ce.2012.33048.
Aksoy, G. (2012). The Effects of Animation Technique on the 7th Grade Science and Technology Course. Creative Education, 3, 304-308. doi: 10.4236/ce.2012.33048.
References
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[1] Aksoy, G., & Doymu?, K. (2011). Effects of cooperative reading-writingapplication technique in application in science and technology course. Gazi University Journal of Gazi Educational Faculty, 31, 43-59. [2] Alda?, H., & Sezgin, M. E. (2002). Dual coding theory in multimedia applications. Marmara Universitesi Ataturk Egitim Fakultesi Egitim Bilimleri Dergisi, 15, 29-44. [3] Black, A. A. (2005). Spatial ability and earth science conceptual understanding. Journal of Geoscience Education, 53, 402-414. [4] Doymus, K. (2007). Effects of a cooperative learning strategy on teaching and learning phases of matter and one-component phase diagrams. Journal of Chemical Education, 84, 1857-1860. doi:10.1021/ed084p1857 [5] Doymu?, K., ?im?ek, ü., & Kara??p, A. (2009). The effects of computer animations and cooperative learning methods in micro, macro and symbolic level learning of states of matter. Eurasian Journal of Educational Research, 36, 109-128. [6] Frailich, M., Kesner, M., & Hofstein, A. (2009). Enhancing students’ understanding of the concept of chemical bonding by using activities provided on an interactive website. Journal of Research in Science Teaching, 46, 289-310. doi:10.1002/tea.20278 [7] Hakverdi-Can, M., & Dana, T. M. (2012). Exemplary science teachers’ use of technology. The Turkish Online Journal of Technology, 11, 94-112. [8] Hall, T. (2012). Digital renaissance: The creative potential of narrative technology in education. Creative Education, 3, 96-100. doi:10.4236/ce.2012.31016 [9] Kara??p, A. (2010). Effects of jigsaw and animation tecniques on students’ understanding of subjects on electrochemistry and chemical bonding units. Erzurum: Ataturk University. [10] 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, 413-429. doi:10.1007/s10956-007-9065-3 [11] Kim, S., Yoon, M., Whang, S. M., Tversky, B., & Morrison, J. B. (2007). The effect of animation on comprehension and interest. Journal of Computer Assisted Learning, 23, 260-270. doi:10.1111/j.1365-2729.2006.00219.x [12] Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12, 107-119. doi:10.1016/S0959-4752(01)00018-4 [13] McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry (6th ed.). Boston, MA: Allyn and Bacon. [14] Nielsen, J. (1995). Guidelines for multimedia on the web. URL (last checked 1 October 2004). http://www.useit.com/alertbox/9512.html [15] ?zmen, H. (2008). The influence of computer-assisted instruction on students’ conceptual understanding of chemical bonding and attitude toward chemistry: A case for Turkey. Computers & Education, 51, 423-438. doi:10.1016/j.compedu.2007.06.002 [16] ?ztürk-ürek, R., & Tarhan, L. (2005). An active learning application based on constructivism to remedy misconceptions on “covalent bonding”. Hacettepe University Journal of Education, 28, 168-177. [17] Para, D., & Reis, Z. A. (2009). Egitimde bilisim teknolojileri kullanilmasi: Kimyada su dongusu. 6th. Akademik Bilisim Konferansi Bildirileri, Sanliurfa, 11-13 February 2009. [18] Ploetzner, R., Lippitsch, S., Galmbacher, M., Heuer, D., & Scherrer, S. (2009). Students’ difficulties in learning from dynamic visualizations and how they may be overcome. Computers in Human Behavior, 25, 56-65. doi:10.1016/j.chb.2008.06.006 [19] Rotbain, Y., Marbach-Ad, G., & Stavy, R. (2008). Using a computer animation to teach high school molecular biology. Journal of Science Education and Technology, 17, 49-58. doi:10.1007/s10956-007-9080-4 [20] Sanger, M. J., Brecheisen, D. M., & Hynek, B. M. (2001). 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