Learning from Animations in Science Education
portes grátis
Learning from Animations in Science Education
Innovating in Semiotic and Educational Research
Unsworth, Len
Springer Nature Switzerland AG
11/2021
322
Mole
Inglês
9783030560492
15 a 20 dias
510
Descrição não disponível.
SECTION I: Introduction.- 1 A multidisciplinary perspective on designing and using animations in school science education; Len Unsworth.- SECTION II: Educational Semiotics and the Representation of Knowledge in School Science.- 2 A functional perspective on the semiotic features of science animation; Yufei He.- 3 Spatiality and temporality in the visual representation of science diagrams and animations; Theo van Leeuwen.- 4 Infusing pro-environmental values in science education: A multimodal analysis of attitudinal meaning in ecology animations for children; William Feng and Len Unsworth.- 5 Multimodal Affordances of Virtual Reality (VR) for Visualising and Learning Molecular Interactions; Kok-Sing Tang.- SECTION III: Strategic Integration of Animation in Science Education.- 6 Using animated simulations to support young students' science learning; Garry Falloon.- 7 Promoting Scientific Understanding through Animated Multimodal Texts; Maximiliano Montenegro, Alejandra Meneses, Soledad Veliz, Pablo Escobar, Marion Garolera and Maria Paz Ramirez.- SECTION IV: Learning through Creating Science Animations.- 8 Constructing a Representational System: Engaging Students with Science Content using Student-generated Animations; Garry Hoban.- 9 Student-Generated Animations for Knowledge Building in the Chemistry Class; Zeynep Yaseen.- 10 Animation construction as cross-mode recasting in Year 11 biology; Russell Tytler, Peta White and Wendy Nielson.- 11 Creating a digital explanation in preservice teacher education: Preparing primary teachers for the literacy demands of a complex digital task; Wendy Nielsen.- SECTION V: Using Animation in Assessing Students' Science Learning,- 12 Towards more valid assessment of learning from animations; Ric Lowe.- 13 Exploring students' scientific competency performance on PISA paper-based assessment and computer-based assessment; Ya-Chun Chen, Zuway-R Hong, and Huann-shyang Lin.- 14 Animation in online school science assessment: The Validation of Assessment for Learning and Individual Development (VALID) Program; Jennifer English and Annalies van Westenbrugge.-
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
animations in school science;semiotic features of science animation;visual representation of science diagrams;ecology animations for children;Multimodal Affordances of Virtual Reality;Educational Semiotics and the Representation of Knowledge;Integration of Animation in Science Education;animated simulations to support young students' learning;Understanding through Animated Multimodal Texts;Learning through Creating Science Animations;Engaging Students with Science;Student-Generated Animations;Using Animation in Assessing Students' Science Learning;students' scientific competency performance on PISA
SECTION I: Introduction.- 1 A multidisciplinary perspective on designing and using animations in school science education; Len Unsworth.- SECTION II: Educational Semiotics and the Representation of Knowledge in School Science.- 2 A functional perspective on the semiotic features of science animation; Yufei He.- 3 Spatiality and temporality in the visual representation of science diagrams and animations; Theo van Leeuwen.- 4 Infusing pro-environmental values in science education: A multimodal analysis of attitudinal meaning in ecology animations for children; William Feng and Len Unsworth.- 5 Multimodal Affordances of Virtual Reality (VR) for Visualising and Learning Molecular Interactions; Kok-Sing Tang.- SECTION III: Strategic Integration of Animation in Science Education.- 6 Using animated simulations to support young students' science learning; Garry Falloon.- 7 Promoting Scientific Understanding through Animated Multimodal Texts; Maximiliano Montenegro, Alejandra Meneses, Soledad Veliz, Pablo Escobar, Marion Garolera and Maria Paz Ramirez.- SECTION IV: Learning through Creating Science Animations.- 8 Constructing a Representational System: Engaging Students with Science Content using Student-generated Animations; Garry Hoban.- 9 Student-Generated Animations for Knowledge Building in the Chemistry Class; Zeynep Yaseen.- 10 Animation construction as cross-mode recasting in Year 11 biology; Russell Tytler, Peta White and Wendy Nielson.- 11 Creating a digital explanation in preservice teacher education: Preparing primary teachers for the literacy demands of a complex digital task; Wendy Nielsen.- SECTION V: Using Animation in Assessing Students' Science Learning,- 12 Towards more valid assessment of learning from animations; Ric Lowe.- 13 Exploring students' scientific competency performance on PISA paper-based assessment and computer-based assessment; Ya-Chun Chen, Zuway-R Hong, and Huann-shyang Lin.- 14 Animation in online school science assessment: The Validation of Assessment for Learning and Individual Development (VALID) Program; Jennifer English and Annalies van Westenbrugge.-
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
animations in school science;semiotic features of science animation;visual representation of science diagrams;ecology animations for children;Multimodal Affordances of Virtual Reality;Educational Semiotics and the Representation of Knowledge;Integration of Animation in Science Education;animated simulations to support young students' learning;Understanding through Animated Multimodal Texts;Learning through Creating Science Animations;Engaging Students with Science;Student-Generated Animations;Using Animation in Assessing Students' Science Learning;students' scientific competency performance on PISA
