Computer animations aid teaching about electrochemistry and its effect on junior high school students'' achievement

• Main Authors: Mei-Tzu Chiu, 邱美子
• Other Authors: Yong-Hwa Yang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/78012864301700058426

碩士 === 國立臺灣師範大學 === 化學研究所 === 90 === This research investigated the use of computer animations of microscopic chemical processes and instruction based on cognitive theory to promote junior high school students’ learning of electrochemical concepts and the attitudes of using the computer animation in teaching-learning environment. In order to prove that computer animations could help students to learn electrochemical concepts. This research took quasi-experimental design, and the samples consisted of 81 ninth grade students in Taipei, who divided into two classes. One class was experimental group and the other was control group . The research compared the teaching effect between computer animations and traditional teaching. Students in the experimental group answered the questionnaires in regard to this teaching method and their opinions. The major results of this research were as follow: 1.According to the achievement test, experimental group had greater effect than control group. So we could identify that the computer animations could promote students'' electrochemical concepts. 2.After analyzing the achievement test, we found experimental group had some misconceptions that were because students’ prior knowledge was not enough and the teaching time was too short, too. Many electrochemical concepts are abstract so that students still were used to memorizing them to recite. 3.Experimental group had positive attitudes toward these computer animations in learning. Students thought the animations could clearly show abstract and microscopic processes to help them realize the static images and text. The content of animations was so concrete, distinct and simple that students could learn easily. 4.The observer found that the animations could catch students’ eyes and cause students’ motivation to learn. The animations were easy to communicate effectively to display the movement of ions or electrons that could help students construct the concepts of particle model.