Abstract
This study investigates the effects of using interactive computer animations based on predict–observe–explain (POE) as a presentation tool on primary school students’ understanding of the static electricity concepts. A quasi-experimental pre-test/post-test control group design was utilized in this study. The experiment group consisted of 30 students, and the control group of 27 students. The control group received normal instruction in which the teacher provided instruction by means of lecture, discussion and homework. Whereas in the experiment group, dynamic and interactive animations based on POE were used as a presentation tool. Data collection tools used in the study were static electricity concept test and open-ended questions. The static electricity concept test was used as pre-test before the implementation, as post-test at the end of the implementation and as delay test approximately 6 weeks after the implementation. Open-ended questions were used at the end of the implementation and approximately 6 weeks after the implementation. Results indicated that the interactive animations used as presentation tools were more effective on the students’ understanding of static electricity concepts compared to normal instruction.
Similar content being viewed by others
References
Akçay H, Durmaz A, Tüysüz C, Feyzioğlu B (2006). Effects of computer based learning on students’ attitudes and achievements towards analytical chemistry. Turkish Online J Educ Technol 5(1). Retrieved from http://www.tojet.net
Akpınar E (2006) Computer assisted Instruction in constructing of abstract concepts in science teaching: the unit of electricity in our life. Unpublished doctoral dissertation, University of Dokuz Eylül, İzmir, Turkey
Akpınar E, Ergin Ö (2007) The effect of interactive computer animations accompanied with experiments on grade 6th students’ achievements and attitudes toward science. iJET 2(2):1–10
Altın K (2001) Using computer in physics course: teaching course by using simulation [Fizik dersinde bilgisayar kullanımı: bir simülasyon yazılımı ile ders geliştirilmesi]. Yeni Binyılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu Bildiri Kitabı, pp 242–247. İstanbul
Ardac D, Akaygün S (2004) Effectiveness of multimedia-based instruction that emphasizes molecular representation on students’ understanding of chemical change. J Res Sci Teach 41(4):317–337
Ateş S (2005) The effectiveness of the learning-cycle method on teaching DC circuits to prospective female and male science teachers. Res Sci Technol Educ 23(2):213–227
Azar A (2001) Analysis of university students’ misconceptions in electricity subject [Üniversite öğrencilerinin elektrik konusunda kavram yanılgılarının analizi]. Yeni Binyılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu Bildiri Kitabı, pp 345–350. İstanbul
Başer M, Geban Ö (2007) Effect of instruction based on conceptual change activities on students’ understanding of static electricity concepts. Res Sci Technolo Educ 25(2):243–267
Cadmus RR Jr (1990) A video technique to facilitate the visualization of physical phenomena. Am J Phys 58:397–399. doi:10.1119/1.16483
Çalik M, Kolomuç A, Karagölge Z (2010) The effect of conceptual change pedagogy on students’ conceptions of rate of reaction. J Sci Educ Technol 19:422–433
Campbell DT, Stanley JC (1966) Experimental and quasi-experimental designs for research. Rand McNally College, Chicago
Carlsen DD, Andre T (1992) Use of a microcomputer simulation and conceptual change text to overcome student preconceptions about electric circuits. J Comput-Based Instr 19:105–109
Çepni S, Taş E, Köse S (2006) The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science. Comput Educ 46:192–205
Chambers SK, Andre T (1997) Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulation in learning about direct current. J Res Sci Teach 34(2):107–123
Chen YL, Pan PR, Sung YT, Chang KE (2013) Correcting misconceptions on electronics: effects of a simulation based learning environment backed by a conceptual change model. Educ Technol Soc 16(2):212–227
Chiu ML, Chiu MH, Ho CY (2002) Using cognitive-based representations to diagnose students’ conceptions of the characteristics of matter. Proc Natl Sci Counc ROC (D) 12(3):91–99
Çömek A, Bayram H (2006) The teaching heat topics in science lesson using computer-aided materials. [Fen bilgisi öğretiminde “ısı” konusunun bilgisayar destekli öğretim materyalleri ile öğretilmesi]. VI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiri Kitabı, pp 192–197. İstanbul
Ebenezer JV (2001) A hypermedia environment to explore and negotiate students’ conceptions: animation of the solution process of table salt. J Sci Educ Technol 10(1):73–92
Escalada LT, Zollman DA (1997) An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes. J Res Sci Teach 34(5):467–489
Evans C, Gibbons NJ (2007) The interactivity effect in multimedia learning. Comput Educ 49:1147–1160
Frailich M, Kesner M, Hofstein A (2007) The influence of web-based chemistry learning on students’ perceptions, attitudes, and achievements. Res Sci Technol Educ 25(2):179–197. doi:10.1080/02635140701250659
Geban Ö, Ertepınar H, Yılmaz G, Atlan A, Şahpaz F (1994). The effect of computer assisted instruction on students’ science achievement and attitudes toward science [Bilgisayar destekli eğitimin öğrencilerin fen bilgisi başarılarına ve fen bilgisine ilgilerine etkisi]. I. Ulusal Fen Bilimleri Eğitimi Sempozyumu Bildirileri. İzmir
Georghiades P (2004) Making pupils’ conceptions of electricity more durable by means of situated metacognition. Int J Sci Educ 26(1):85–99
Gülbahar Y (2002) Assessment of web based courses: a discussion and analysis of learners’ individual differences and teaching–learning process. Unpublished Master Dissertation. METU, Turkey
Gunstone RR, Mitshell IJ (1997) Metacogniton and conceptual change. In: Mintzes JJ, Wandersee JH, Novak JD (eds) Teaching science for understanding: a human constructivist view. Academic Press, London
Guruswamy C, Somars MD, Hussey RG (1997) Students’ understanding of the transfer of charge between conductors. Phys Educ 32:91–96
Jaakkola T, Nurmi S (2008) Fostering elementary school students’ understanding of simple electricity by combining simulation and laboratory activities. J Comput Assist Learn 24(4):271–283. doi:10.1111/j.1365-2729.2007.00259.x
Karamustafaoğlu O (2012) How computer-assisted teaching in physics can enhance student learning. Educ Res Rev 7(1):297–315
Kearney M (2002) Classroom use of multimedia-supported predict–observe–explain tasks to elicit and promote discussion about students’ physics conceptions. Unpublished PhD dissertation, Curtin University of Technology, Perth, Australia
Kearney M, Treagust DF (2001) Constructivism as a referent in the design and development of a computer program which uses interactive digital video to enhance learning in physics. Aust J Educ Technol 17(1):64–79
Kearney M, Treagust DF, Yeo S, Zadnik M (2001) Student and teacher perceptions of the use of multimedia supported predict–observe–explain tasks to probe understanding. Res Sci Educ 31(4):589–615
Kelly RM, Jones LL (2007) Exploring how different features of animations of sodium chloride dissolution affect students’ explanations. J Sci Educ Technol 16(5):413–429
Kiboss JK, Ndirangu M, Wekesa EW (2004) Effectiveness of a computer-mediated simulations program in school biology on pupils’ learning outcomes in cell theory. J Sci Educ Technol 13(2):207–213
Lee Y, Law N (2001) Explorations in prompting conceptual change in electrical concepts via ontological category shift. Int J Sci Educ 23(2):111–149
Mulhall P, Mckittrick B, Gunstone R (2001) A perspective on the resolution of confusions in the teaching of electricity. Res Sci Educ 31:575–587
Özdener N, Erdoğan B (2001) Bilgisayar destekli eğitimde kullanım amaçlı bir simülasyon tasarlanması ve geliştirilmesi [The design and development of a simulation for use of computer-assisted instruction]. Yeni Binyılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu Bildiri Kitabı, pp 235–241
Pine K, Messer D, John KS (2001) Children’s misconceptions in primary science: a survey of teachers’ views. Res Sci Technol Educ 19(1):79–95
Quinn C, Wild M (1998) Implications of educational theory for the design of instructional multimedia. Br J Educ Technol 29(1):73–82
Rezaei AR, Katz L (2002) Using computer assisted instruction to compare the inventive model and the radical constructivist approach to teaching physics. J Sci Educ Technol 11(4):367–380
Rieber LP (2002) Supporting discovery-based learning with simulations. Invited presentation at the international workshop on dynamic visualizations and learning. Knowledge Media Research Center, Tubingen, Germany
Ronen M, Eliahu M (2000) Simulation—a bridge between theory and reality: the case of electric circuits. J Comput Assist Learn 16:14–26
Russell DW, Lucas KB, McRobbie CJ (2004) Role of the microcomputer-based laboratory display in supporting the construction of new understandings in thermal physics. J Res Sci Teach 41:165–185. doi:10.1002/tea.10129
Sanger MJ, Badger SM II (2001) Using computer-based visualization strategies to improve students’ understanding of molecular polarity and miscibility. J Chem Educ 78:1412–1416
Sanger MF, Greenbowe TF (2000) Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. Int J Sci Educ 22(5):521–537
Sencar S, Eryilmaz A (2004) Factors mediating the effect of gender on ninth-grade Turkish students’ misconceptions concerning electric circuit. J Res Sci Teach 41(6):603–616
Sharon KC, Thomas A (1997) Gender, prior knowledge, interest and experience in electricity and conceptual change text manipulations in learning about direct current. J Res Sci Teach 34(2):107–123
Sönmez G, Geban Ö, Ertepınar H (2001). Altıncı sınıf öğrencilerinin elektrik konusundaki kavramları anlamalarında kavramsal değişim yaklaşımının etkisi [The effect of conceptual change approach on sixth grade students' understanding of electricity concepts]. Yeni Binyılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumu Bildiri Kitabı, pp 35–38
Spitulnik MW, Saul CZ, Krajcik JS (1998) Using hypermedia to represent emerging students understanding: science learners and preservice teachers. In: Wintzes JJ, Eandersee JH, Novak JD (eds) Teaching science for understanding. Academic Press, California, pp 229–261
Tao P-K, Gunstone RF (1999) The process of conceptual change in force and motion during computer-supported physics instruction. J Res Sci Teach 36:859–882. doi:10.1002/(SICI)1098-2736(199909)36:7<859:AID-TEA7>3.0.CO;2-J
Tianyu W, Thomas A (1991) Conceptual change versus traditional text and application questions versus no questions in learning about electricity. Contemp Educ Pschol 16:116–130
Tsai C-C (2003) Using conflict map as an instructional tool to change student alternative conceptions in simple series electric-circuits. Int J Sci Educ 25(3):307–327
Üstüner I, Sancar M (1999) The effect of computer software on physics students’ learning and using computer. [Genel Kullanım amaçlı yazılımların fizik öğrencilerinde öğrenme ve bilgisayar kullanım alışkanlıklarına etkisi]. Buca Eğitim Fakültesi Dergisi 10:165–171
Wang T, Andre T (1991) Conceptual change text versus traditional text and application questions versus no questions in learning about electricity. Contemp Educ Psychol 16:103–116
White RT, Gunstone RF (1992) Probing understanding. Falmer Press, Great Britain
Williamson V, Abraham M (1995) The effects of computer animation on the particulate mental models of college chemistry students. J Res Sci Teach 35(2):145–160
Windsehitl M, Andre T (1998) Using computer simulations to enhance conceptual change: the role of constructivist instruction and student epistemological beliefs. J Res Sci Teach 35(2):145–160
Wolfgram DE (1994) Creating multimedia presentations. QUE, Indianapolis
Yiğit N, Akdeniz AR (2003) The Effect of computer-assisted activities on students’ achievement in physics course: Electric circuits sample [Fizik öğretiminde bilgisayar destekli etkinliklerin öğrenci kazanımları üzerine etkisi: Elektrik devreleri örneği]. Gazi Eğitim Fakültesi Dergisi 23(3):99–113
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Akpınar, E. The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching. J Sci Educ Technol 23, 527–537 (2014). https://doi.org/10.1007/s10956-013-9482-4
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-013-9482-4