Author(s): Bülent PEKDAĞ
Journal: Journal of Turkish Science Education
ISSN 1304-6020
Volume: 7;
Issue: 2;
Start page: 79;
Date: 2010;
Original page
Keywords: Chemistry Education | Animation | Simulation | Video | Multimedia | Dual Coding Theory | Cognitive Load Theory
ABSTRACT
The fact that chemical phenomena occur on a molecular level makes learning chemistry difficult. This is because an understanding of chemistry is based on assigning meaning to the unseen and the intangible. In recent years, benefit has been derived from information and communication technologies in attempting to overcome the difficulties encountered in the conceptual learning of chemistry. Animation, simulation, video, multimedia and other similar technological tools used in chemistry education have brought alternative learning methods into the spotlight. It is these alternative learning methods in chemistry education that constitute the subject of this study. Within this context, information gathered from the many research articles produced on the effects of technological tools on learning have been presented in the study. This compilation is significant in terms of both setting forth the benefits technological tools can provide students and also as a source of information on Internet-based learning opportunities. The present study also contains information on “dual coding theory” and “cognitive load theory” which may be useful to researchers in examining the effects of technological tools on learning.
Journal: Journal of Turkish Science Education
ISSN 1304-6020
Volume: 7;
Issue: 2;
Start page: 79;
Date: 2010;
Original page
Keywords: Chemistry Education | Animation | Simulation | Video | Multimedia | Dual Coding Theory | Cognitive Load Theory
ABSTRACT
The fact that chemical phenomena occur on a molecular level makes learning chemistry difficult. This is because an understanding of chemistry is based on assigning meaning to the unseen and the intangible. In recent years, benefit has been derived from information and communication technologies in attempting to overcome the difficulties encountered in the conceptual learning of chemistry. Animation, simulation, video, multimedia and other similar technological tools used in chemistry education have brought alternative learning methods into the spotlight. It is these alternative learning methods in chemistry education that constitute the subject of this study. Within this context, information gathered from the many research articles produced on the effects of technological tools on learning have been presented in the study. This compilation is significant in terms of both setting forth the benefits technological tools can provide students and also as a source of information on Internet-based learning opportunities. The present study also contains information on “dual coding theory” and “cognitive load theory” which may be useful to researchers in examining the effects of technological tools on learning.
