Using computer animation and illustration activities to improve high school students' achievement in molecular genetics
Using computer animation and illustration activities to improve high school students' achievement in molecular genetics
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DOI：
10.1002/tea.20222
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发表时间：
2008-03-01
影响因子：
4.6
通讯作者：
Stavy, Ruth
中科院分区：
文献类型：
--
作者：
Marbach-Ad, Gili;Rotbain, Yosi;Stavy, Ruth
本研究的主要目的是确定在高中使用电脑动画和插图活动是否有助于学生在分子遗传学方面的成绩。三组比较的11年级和12年级的学生参加：对照组（116名学生）以传统的讲课形式进行教学，而实验组（61名学生）接受整合电脑动画或插图（71名学生）活动的指导。我们使用了三种研究工具：多项选择问卷；问卷：开放式的书面问卷；还有个人面试。其中五个选择题也在学生们接受遗传学指导（预测试）之前交给了他们。我们发现参加实验组的学生在分子遗传学方面的知识比对照组有所提高。然而，开放式问题显示，电脑动画活动明显比插图活动更有效。基于这些发现，我们认为在分子遗传学中使用计算机动画是可取的，特别是在动态过程的教学中；然而，与传统教学相比，让学生参与插画活动仍然可以提高他们的成绩。(c) 2007 Wiley期刊公司
Our main goal in this study was to determine whether the use of computer animation and illustration activities in high school can contribute to student achievement in molecular genetics. Three comparable groups of eleventh- and twelfth-grade students participated: the control group (116 students) was taught in the traditional lecture format, whereas the experimental groups received instructions that integrated a computer animation (61 students) or illustration (71 students) activities. We used three research instruments: a multiple-choice questionnaire; an open-ended, written questionnaire; and personal interviews. Five of the multiple-choice questions were also given to students before they received their genetics instruction (pretest). We found that students who participate in the experimental groups improved their knowledge in molecular genetics compared with the control group. However, the open-ended questions revealed that the computer animation activity was significantly more effective than the illustration activity. On the basis of these findings, we conclude that it is advisable to use computer animations in molecular genetics, especially when teaching about dynamic processes; however, engaging students in illustration activities can still improve their achievement in comparison to traditional instruction. (c) 2007 Wiley Periodicals, Inc.