Evaluating the Effectiveness of Scientific Visualization in Two Powerpoint Delivery Strategies on Science Learning for Preservice Science Teachers

Autor/inn/en	Wiebe, Eric N.; Slykhuis, David A.; Annetta, Leonard A.
Titel	Evaluating the Effectiveness of Scientific Visualization in Two Powerpoint Delivery Strategies on Science Learning for Preservice Science Teachers
Quelle	In: International Journal of Science and Mathematics Education, 5 (2007) 2, S.329-348 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-006-9041-z
Schlagwörter	Preservice Teachers; Visualization; Science Teachers; Teaching Methods; Interdisciplinary Approach; Higher Education; Educational Technology; Undergraduate Students; Educational Strategies + Suchen Sie Ihr Suchwort? Visualisation; Visualisierung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Lehrstrategie
Abstract	Slideware applications (e.g., PowerPoint) have become more prevalent in instruction across disciplines. This is especially true at post secondary institutions where many instructors are using slideware as a sole instructional tool. This study evaluated the relative effectiveness of scientific visualization in two PowerPoint delivery strategies on science learning for preservice teachers. Twenty-five preservice teachers enrolled in an undergraduate introduction to science education class were stratified into two PowerPoint delivery strategies. The strategies were: PowerPoint with instructor voiceover narration and PowerPoint without voiceover. Post-test Mann-Whitney U suggested no differences (p greater than 0.05) in science learning across the two strategies. Further, eye tracking analysis suggests voiceover guides the PowerPoint user to graphics and text, but voiceover does not significantly affect learning. Results suggest immediacy with technology doesn't necessarily produce meaningful learning. Good teaching still is the key component of meaningful learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10