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000946181 019__ $$a1206402491$$a1225199818$$a1226292369
000946181 020__ $$a9783030560478$$q(electronic book)
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000946181 0247_ $$a10.1007/978-3-030-56047-8
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000946181 050_4 $$aQ181$$b.L43 2020
000946181 08204 $$a507.1$$223
000946181 24500 $$aLearning from animations in science education :$$binnovating in semiotic and educational research /$$cLen Unsworth, editor.
000946181 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2020]
000946181 300__ $$a1 online resource.
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000946181 4901_ $$aInnovations in science education and technology ;$$vvolume 25
000946181 504__ $$aIncludes bibliographical references.
000946181 5050_ $$aIntro -- Contents -- Contributors -- Part I: Introduction -- Chapter 1: A Multidisciplinary Perspective on Animation Design and Use in Science Education -- 1.1 Introduction -- 1.2 An Educational Semiotics for Science Animation -- 1.3 Learning from Viewing Science Animations -- 1.4 Learning through Creating Science Animations -- 1.5 Using Animation in Assessing Students ́Science Learning -- 1.6 Concluding Remarks -- References -- Part II: Educational Semiotics and the Representation of Knowledge in Science Animation
000946181 5058_ $$aChapter 2: A Functional Perspective on the Semiotic Features of Science Animation -- 2.1 Introduction -- 2.2 The Semiotic Features of Animation -- 2.2.1 Advantages and Disadvantages of Animation -- 2.2.2 Constituents of Animation: Element and Change -- 2.2.3 Characterization of Types of Animation -- 2.3 A Functional Perspective on the Semiotic Features of Science Animation -- 2.3.1 Ideational Meaning -- 2.3.1.1 What Kinds of Experiences Are Construed -- 2.3.1.2 How Are Experiences Construed -- 2.3.2 Interpersonal Meaning -- 2.3.3 Textual Meaning
000946181 5058_ $$a2.4 Analysis of Two Animations on Static Electricity -- 2.5 Conclusion -- References -- Chapter 3: Infusing Pro-Environmental Values in Science Education: A Multimodal Analysis of Ecology Animations for Children -- 3.1 Introduction -- 3.2 Research into Environmental Education -- 3.3 Analytical Framework -- 3.4 Data and Methods of Analysis -- 3.5 Attitude in Ecology Animations for Children -- 3.6 The Multimodal Realisation of Attitudes -- 3.7 Discussion and Conclusions -- References -- YouTube Videos
000946181 5058_ $$aChapter 4: Multimodal Affordances of Immersive Virtual Reality for Visualising and Learning Molecular Interactions -- 4.1 The Use of Virtual Reality in Education -- 4.2 Theoretical Perspectives -- 4.3 Methods -- 4.4 Findings -- 4.4.1 The Affordance of Viewing -- 4.4.2 The Affordance of Sequencing -- 4.4.3 The Affordance of Modelling -- 4.4.4 The Affordance of Scaling -- 4.4.5 The Affordance of Manipulating -- 4.5 Discussion & Implications -- 4.6 Conclusion -- References -- Part III: Learning From Viewing Science Animations
000946181 5058_ $$aChapter 5: Using Animated Simulations to Support Young Students ́Science Learning -- 5.1 Introduction -- 5.2 A Review of Literature -- 5.2.1 Simulations in Science Education -- 5.2.2 Simulations in Young Students ́Science Learning -- 5.2.3 Learning Transfer from Simulations -- 5.3 Research Goal and Questions -- 5.4 Research Background -- 5.4.1 The Learning Unit and Teaching Approach -- 5.5 Data Methods and Coding Frameworks -- 5.5.1 Data Coding -- 5.6 Findings -- 5.6.1 Conceptual and Procedural Learning and Transfer -- 5.6.2 Cognitive Processes -- 5.6.2.1 The Simulation Study (Study 1)
000946181 506__ $$aAccess limited to authorized users.
000946181 520__ $$aThis book examines educational semiotics and the representation of knowledge in school science. It discusses the strategic integration of animation in science education. It explores how learning through the creation of science animations takes place, as well as how animation can be used in assessing students science learning. Science education animations are ubiquitous in a variety of different online sites, including perhaps the most popularly accessed YouTube site, and are also routinely included as digital augmentations to science textbooks. They are popular with students and teachers and are a prominent feature of contemporary science teaching. The proliferation of various kinds of science animations and the ready accessibility of sophisticated resources for creating them have emphasized the importance of research into various areas: the nature of the semiotic construction of knowledge in the animation design, the development of critical interpretation of available animations, the strategic selection and use of animations to optimize student learning, student creation of science animations, and using animation in assessing student science learning. This book brings together new developments in these research agendas to further multidisciplinary perspectives on research to enhance the design and pedagogic use of animation in school science education. Chapter 1 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
000946181 588__ $$aDescription based on online resource; title from digital title page (viewed on November 17, 2020).
000946181 650_0 $$aScience$$xStudy and teaching.
000946181 650_0 $$aComputer animation.
000946181 650_0 $$aEducational technology.
000946181 7001_ $$aUnsworth, Len,$$eeditor.
000946181 77608 $$iPrint version: $$z3030560465$$z9783030560461$$w(OCoLC)1164500585
000946181 830_0 $$aInnovations in science education and technology ;$$vv. 25.
000946181 852__ $$bebk
000946181 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-030-56047-8$$zOnline Access$$91397441.1
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