Tuesday, June 28
4:00-4:30 PM
Room 2.1 - Faculty of Letters Building

But does it work? Effectiveness of scientific visualisations in high school chemistry and physics instruction

Full Paper: Conceptual & Empirical Study ID: 32448
  1. aaa
    David Geelan
    University of Queensland
  2. aaa
    Michelle Mukherjee
    Queensland University of Technology

Abstract: Scientific visualisations such as computer-based animations and simulations are increasingly a feature of high school science instruction. Visualisations are adopted enthusiastically by teachers and embraced by students, and there is good evidence that they are popular and well received. There is limited evidence, however, of how effective they are in enabling students to learn key scientific concepts. This paper reports the results of a quantitative study conducted in Australian physics and chemistry classrooms. In general there was no statistically significant difference between teaching with and without visualisations, however there were intriguing differences around student sex and academic ability.

Presider: Amy Nisselle, Dolan DNA Learning Center


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