Overview
- Takes a multidisciplinary and functional perspective on the subject
- Explores the design and use of animations in school science
- Looks at both the learning process and the assessment of that learning
- Illustrates using case studies and discussing specific programmes
Part of the book series: Innovations in Science Education and Technology (ISET, volume 25)
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Table of contents (13 chapters)
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Front Matter
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Introduction
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Front Matter
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Educational Semiotics and the Representation of Knowledge in Science Animation
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Front Matter
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Learning Through Creating Science Animations
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Front Matter
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Using Animation in Assessing Students’ Science Learning
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Front Matter
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Keywords
- animations in school science
- semiotic features of science animation
- visual representation of science diagrams
- ecology animations for children
- Multimodal Affordances of Virtual Reality
- Educational Semiotics and the Representation of Knowledge
- Integration of Animation in Science Education
- animated simulations to support young students’ learning
- Understanding through Animated Multimodal Texts
- Learning through Creating Science Animations
- Engaging Students with Science
- Student-Generated Animations
- Using Animation in Assessing Students’ Science Learning
- students’ scientific competency performance on PISA
About this book
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.
Chapter 1 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Reviews
Editors and Affiliations
About the editor
Len Unsworth is Professor in English and Literacies Education in the Institute for Learning Sciences and Teacher Education (ILSTE), at the Australian Catholic University in Sydney, Australia. Len’s current research interests include systemic functional semiotic perspectives on multimodal and digital literacies in English and in curriculum area teaching and learning in primary and secondary schools. He is the lead researcher on an Australian Research Council funded project on Multiliteracies for Addressing Disadvantage in Senior High School Scienceand has published in the International Journal of Science Education and in Research in Science Education with an extensive record of publication in leading journals in literacy and education as well book chapters and a number of books, including recently: Functional Grammatics: Reconceptualising Knowledge about Language and Image for School English with Mary Macken-Horarik, Kristina Love and Carmel Sandiford (Routledge, 2017); English Teaching and New Literacies Pedagogy: Interpreting and authoring digital multimedia narratives with Angela Thomas (Peter Lang Publishing 2014); and Reading Visual Narratives (Equinox, 2013) with Clare Painter and Jim Martin.
Bibliographic Information
Book Title: Learning from Animations in Science Education
Book Subtitle: Innovating in Semiotic and Educational Research
Editors: Len Unsworth
Series Title: Innovations in Science Education and Technology
DOI: https://doi.org/10.1007/978-3-030-56047-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-56046-1Published: 11 November 2020
Softcover ISBN: 978-3-030-56049-2Published: 11 November 2021
eBook ISBN: 978-3-030-56047-8Published: 10 November 2020
Series ISSN: 1873-1058
Series E-ISSN: 2213-2236
Edition Number: 1
Number of Pages: VIII, 322
Number of Illustrations: 228 b/w illustrations
Topics: Science Education, Technology and Digital Education, Curriculum Studies, Teaching and Teacher Education