國立高雄大學圖資館 |

Language: English

Back

Learning from animations in science ...

SpringerLink (Online service)

Learning from animations in science educationinnovating in semiotic and educational research /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning from animations in science educationedited by Len Unsworth.
Reminder of title:	innovating in semiotic and educational research /
other author:	Unsworth, Len.
Published:	Cham :Springer International Publishing :2020.
Description:	viii, 322 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	ScienceStudy and teaching.
Online resource:	https://doi.org/10.1007/978-3-030-56047-8
ISBN:	9783030560478$q(electronic bk.)

Learning from animations in science educationinnovating in semiotic and educational research /
Learning from animations in science educationinnovating in semiotic and educational research /[electronic resource] :edited by Len Unsworth. - Cham :Springer International Publishing :2020. - viii, 322 p. :ill., digital ;24 cm. - Innovations in science education and technology,v.251873-1058 ;. - Innovations in science education and technology ;v.21..

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.

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.

ISBN: 9783030560478$q(electronic bk.)

Standard No.: 10.1007/978-3-030-56047-8doiSubjects--Topical Terms:

225881
Science
--Study and teaching.

LC Class. No.: Q181 / .L437 2020

Dewey Class. No.: 507.1

Learning from animations in science educationinnovating in semiotic and educational research /
LDR:04751nmm a2200349 a 4500 001 589503
003 DE-He213
005 20210303114925.0
006 m d
007 cr nn 008maaau
008 210601s2020 sz s 0 eng d
020 $a 9783030560478$q(electronic bk.)
020 $a 9783030560461$q(paper)
024 7 $a 10.1007/978-3-030-56047-8 $2 doi
035 $a 978-3-030-56047-8
040 $a GP $c GP
041 0 $a eng
050 4 $a Q181 $b .L437 2020
072 7 $a JNU $2 bicssc
072 7 $a SCI063000 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PD $2 thema
082 0 4 $a 507.1 $2 23
090 $a Q181 $b .L438 2020
245 0 0 $a Learning from animations in science education $h [electronic resource] : $b innovating in semiotic and educational research / $c edited by Len Unsworth.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2020.
300 $a viii, 322 p. : $b ill., digital ; $c 24 cm.
490 1 $a Innovations in science education and technology, $x 1873-1058 ; $v v.25
505 0 $a 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.
520 $a 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.
650 0 $a Science $x Study and teaching. $3 225881
650 0 $a Computer animation. $3 231391
650 0 $a Educational technology. $3 222132
650 1 4 $a Science Education. $3 275619
650 2 4 $a Technology and Digital Education. $3 738994
650 2 4 $a Curriculum Studies. $3 274574
650 2 4 $a Teaching and Teacher Education. $3 338703
700 1 $a Unsworth, Len. $3 289317
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a Innovations in science education and technology ; $v v.21. $3 674998
856 4 0 $u https://doi.org/10.1007/978-3-030-56047-8
950 $a Education (SpringerNature-41171)