| Autor: |
Jablonski, Dennis, Hoban, Garry F., Ransom, Heather S., Ward, Katie S. |
| Předmět: |
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| Zdroj: |
Pacific-Asian Education Journal; 2015, Vol. 27 Issue 1, p5-20, 16p |
| Abstrakt: |
To explore the efficacy of innovative teaching methods in science, investigators introduced a multimodal process called a "slowmation" (abbreviated from slow animation) that uses widely available digital technologies to determine if students can successfully represent their science knowledge when compared to the typical curriculum unit activity, in this case, making a wire hanger mobile. One hundred students in four intact eighth-grade science classes in the USA studied the same science content, engaged in their assigned project activity, and took a test at the end of the unit. Results indicated that all students in the slowmation group successfully demonstrated their understanding of a science concept with their narrated animations, and their average test score was nearly two points higher than the average test score of the mobile-making group (p < .01). [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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