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Table of Contents
Intro
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
Chapter 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
2.4 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
Chapter 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
Chapter 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)
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
Chapter 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
2.4 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
Chapter 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
Chapter 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)