The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching


Akpinar E.

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, vol.23, no.4, pp.527-537, 2014 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 23 Issue: 4
  • Publication Date: 2014
  • Doi Number: 10.1007/s10956-013-9482-4
  • Journal Name: JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.527-537
  • Keywords: Interactive animation, Static electricity, Predict-observe-explain, Science teaching, CONCEPTUAL CHANGE TEXT, MISCONCEPTIONS, SIMULATION, INSTRUCTION, VISUALIZATION, ELECTRICITY, GENDER, VIDEO
  • Dokuz Eylül University Affiliated: No

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.