Learning from Animations in Science Education: Innovating in Semiotic and Educational Research (Innovations in Science Education and Technology Book 25)

This book examines educational semiotics and the representation of knowledge in school science. It discusses the strategic integration of animation in science education. It explores how learning through the creation of science animations takes place, as well as how animation can be used in assessing student’s science learning. Science education animations are ubiquitous in a variety of different online sites, including perhaps the most popularly accessed YouTube site, and are also routinely included as digital augmentations to science textbooks. They are popular with students and teachers and are a prominent feature of contemporary science teaching. The proliferation of various kinds of science animations and the ready accessibility of sophisticated resources for creating them have emphasized the importance of research into various areas: the nature of the semiotic construction of knowledge in the animation design, the development of critical interpretation of available animations, the strategic selection and use of animations to optimize student learning, student creation of science animations, and using animation in assessing student science learning. This book brings together new developments in these research agendas to further multidisciplinary perspectives on research to enhance the design and pedagogic use of animation in school science education. Chapter 1 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. Front Matter ....Pages i-viii Front Matter ....Pages 1-1 A Multidisciplinary Perspective on Animation Design and Use in Science Education (Len Unsworth)....Pages 3-22 Front Matter ....Pages 23-23 A Functional Perspective on the Semiotic Features of Science Animation (Yufei He)....Pages 25-54 Infusing Pro-Environmental Values in Science Education: A Multimodal Analysis of Ecology Animations for Children (Mandy Hoi Man Yu, Dezheng (William ) Feng, Len Unsworth)....Pages 55-74 Multimodal Affordances of Immersive Virtual Reality for Visualising and Learning Molecular Interactions (Kok-Sing Tang, Mihye Won, Mauro Mocerino, David F. Treagust, Roy Tasker)....Pages 75-100 Front Matter ....Pages 101-101 Using Animated Simulations to Support Young Students’ Science Learning (Garry Falloon)....Pages 103-130 Promoting Scientific Understanding through Animated Multimodal Texts (Maximiliano Montenegro, Alejandra Meneses, Soledad Véliz, José Pablo Escobar, Marion Garolera, María Paz Ramírez)....Pages 131-158 Using Animation in the Representation Construction Approach in Senior High School Chemistry (Zeynep Yaseen)....Pages 159-190 Front Matter ....Pages 191-191 Slowmation and Blended Media: Engaging Students in a Learning System when Creating Student-Generated Animations (Garry Hoban)....Pages 193-208 Animation Construction as Cross-Modal Translation in Senior Biology (Peta J. White, Russell Tytler, Wendy Nielsen)....Pages 209-228 Creating a Digital Explanation in Preservice Teacher Education: Scientific Knowledge Represented in a Digital Artefact (Wendy Nielsen, Annette Turney, Helen Georgiou, Pauline Jones)....Pages 229-248 Front Matter ....Pages 249-249 Animation in Online School Science Assessment: The Validation of Assessment for Learning and Individual Development Program (Jennifer English)....Pages 251-277 Exploring Students’ Scientific Competency Performance on PISA Paper-Based Assessment and Computer-Based Assessment (Ya-Chun Chen, Zuway-R Hong, Huann-shyang Lin)....Pages 279-300 Towards more Valid Assessment of Learning from Animations (Richard Lowe, Jean-Michel Boucheix)....Pages 301-322 "This book examines educational semiotics and the representation of knowledge in school science. It discusses the strategic integration of animation in science education. It explores how learning through the creation of science animations takes place, as well as how animation can be used in assessing student's science learning. Science education animations are ubiquitous in a variety of different online sites, including perhaps the most popularly accessed YouTube site, and are also routinely included as digital augmentations to science textbooks. They are popular with students and teachers and are a prominent feature of contemporary science teaching. The proliferation of various kinds of science animations and the ready accessibility of sophisticated resources for creating them have emphasized the importance of research into various areas: the nature of the semiotic construction of knowledge in the animation design, the development of critical interpretation of available animations, the strategic selection and use of animations to optimize student learning, student creation of science animations, and using animation in assessing student science learning. This book brings together new developments in these research agendas to further multidisciplinary perspectives on research to enhance the design and pedagogic use of animation in school science education"--Page 4 of cover