Note: Learning from Animations in Science Education -- Contents -- Contributors -- Part I: Introduction -- Chapter 1: A Multidisciplinary Perspective on Animation Design and Use in Science Education -- 1.1 Introduction -- 1.2 An Educational Semiotics for Science Animation -- 1.3 Learning from Viewing Science Animations -- 1.4 Learning through Creating Science Animations -- 1.5 Using Animation in Assessing Students´ Science Learning -- 1.6 Concluding Remarks -- References -- Part II: Educational Semiotics and the Representation of Knowledge in Science Animation -- Chapter 2: A Functional Perspective on the Semiotic Features of Science Animation -- 2.1 Introduction -- 2.2 The Semiotic Features of Animation -- 2.2.1 Advantages and Disadvantages of Animation -- 2.2.2 Constituents of Animation: Element and Change -- 2.2.3 Characterization of Types of Animation -- 2.3 A Functional Perspective on the Semiotic Features of Science Animation -- 2.3.1 Ideational Meaning -- 2.3.1.1 What Kinds of Experiences Are Construed -- 2.3.1.2 How Are Experiences Construed -- 2.3.2 Interpersonal Meaning -- 2.3.3 Textual Meaning -- 2.4 Analysis of Two Animations on Static Electricity -- 2.5 Conclusion -- References -- Chapter 3: Infusing Pro-Environmental Values in Science Education: A Multimodal Analysis of Ecology Animations for Children -- 3.1 Introduction -- 3.2 Research into Environmental Education -- 3.3 Analytical Framework -- 3.4 Data and Methods of Analysis -- 3.5 Attitude in Ecology Animations for Children -- 3.6 The Multimodal Realisation of Attitudes -- 3.7 Discussion and Conclusions -- References -- YouTube Videos -- Chapter 4: Multimodal Affordances of Immersive Virtual Reality for Visualising and Learning Molecular Interactions -- 4.1 The Use of Virtual Reality in Education -- 4.2 Theoretical Perspectives -- 4.3 Methods -- 4.4 Findings. , 4.4.1 The Affordance of Viewing -- 4.4.2 The Affordance of Sequencing -- 4.4.3 The Affordance of Modelling -- 4.4.4 The Affordance of Scaling -- 4.4.5 The Affordance of Manipulating -- 4.5 Discussion & -- Implications -- 4.6 Conclusion -- References -- Part III: Learning From Viewing Science Animations -- Chapter 5: Using Animated Simulations to Support Young Students´ Science Learning -- 5.1 Introduction -- 5.2 A Review of Literature -- 5.2.1 Simulations in Science Education -- 5.2.2 Simulations in Young Students´ Science Learning -- 5.2.3 Learning Transfer from Simulations -- 5.3 Research Goal and Questions -- 5.4 Research Background -- 5.4.1 The Learning Unit and Teaching Approach -- 5.5 Data Methods and Coding Frameworks -- 5.5.1 Data Coding -- 5.6 Findings -- 5.6.1 Conceptual and Procedural Learning and Transfer -- 5.6.2 Cognitive Processes -- 5.6.2.1 The Simulation Study (Study 1) -- 5.6.2.2 The Transfer Study (Study 2) -- 5.7 Discussion -- 5.7.1 Procedural and Conceptual Development and Transfer -- 5.7.2 Cognitive Strategies and Process Development -- 5.8 Conclusions and Implications for Practice -- References -- Chapter 6: Promoting Scientific Understanding through Animated Multimodal Texts -- 6.1 Animated Text and Reading Comprehension in Fifth Grade -- 6.1.1 Multimodality and Science Understanding -- 6.1.2 Static and Animated Texts in Digital Environments for Science Understanding -- 6.2 Development Process and Criteria for the Design of Animated Multimodal Versions -- 6.2.1 Development Process -- 6.2.1.1 Phase 01: Topic Selection -- 6.2.1.2 Phase 02: Verbal Text Development -- 6.2.1.3 Phase 03: Scaffolding Decisions -- 6.2.1.4 Phase 04: Animations Prototyping -- 6.2.1.5 Phase 05: Design of Animated Texts -- 6.2.2 Criteria for the Design of Animated Multimodal Versions -- 6.2.2.1 Key Ideas for the Construction of the Mental Model. , 6.2.2.2 Image Style -- 6.2.2.3 Text-Image Relation -- 6.2.2.4 Scaffold Type -- 6.2.3 Study Purpose -- 6.3 Methods -- 6.3.1 Text Conditions -- 6.3.2 Procedures -- 6.3.3 Proximal Text´s Measures -- 6.3.4 Analysis -- 6.4 Results -- 6.4.1 Comparison among Multimodal Non-animated and Animated Texts -- 6.4.2 Effects of Multimodal Non-animated and Animated Texts -- 6.5 Discussion and Conclusions -- 6.5.1 Science Digital Multimodal Texts: From Still to Dynamic Images -- 6.5.2 Animations and Scaffolding Affordances for Diverse Learners in School Science Contexts -- 6.5.3 Disciplinary Literacy and the Challenges of Science Reading Comprehension -- References -- Chapter 7: Using Animation in the Representation Construction Approach in Senior High School Chemistry -- 7.1 Introduction -- 7.2 Pedagogy: Representational Construction Approach -- 7.3 Methodology -- 7.3.1 Data Collection -- 7.3.2 Data Analysis -- 7.4 Results -- 7.4.1 Pre-test and Post-test Results -- 7.4.1.1 Examples from Students´ Drawings -- 7.4.2 Analysis of Animations and Discussion -- 7.4.2.1 Examination of Students´ Animation Technique and Depiction of Misconceptions -- 7.4.2.2 Classroom Discussion of Students´ Animations -- 7.4.2.3 Teacher Interview -- 7.4.2.4 Student Interviews -- 7.5 Discussion and Conclusion -- Appendix -- K-Sketch Animation User Guide Summary of Worksheet -- K-Sketch Animation User Guide -- Selecting Objects Object Handle -- References -- Part IV: Learning Through Creating Science Animations -- Chapter 8: Slowmation and Blended Media: Engaging Students in a Learning System when Creating Student-Generated Animations -- 8.1 Introduction -- 8.2 Uses of Media in Science Classrooms -- 8.3 Forms of Student-Generated Animation and Their Transdisciplinary Relationships -- 8.3.1 Student-Generated Animations -- 8.4 Slowmation: A Simplified Way to Make Stop-Motion Animations. , 8.5 Blended Media: Integrating Multiple Modes of Communication -- 8.6 Theoretical Framework and the Nature of Learning When Creating a Digital Explanation -- 8.7 Conclusion -- References -- Chapter 9: Animation Construction as Cross-Modal Translation in Senior Biology -- 9.1 Introduction -- 9.2 Reasoning Through the Slowmation Process -- 9.3 Reasoning Through Multiple Modes -- 9.4 Methodology -- 9.4.1 Analysis -- 9.5 Findings -- 9.6 Discussion -- References -- Chapter 10: Creating a Digital Explanation in Preservice Teacher Education: Scientific Knowledge Represented in a Digital Arte... -- 10.1 Introduction -- 10.2 Theoretical Perspectives -- 10.2.1 Representations and Science Learning -- 10.2.2 Digital Explanation -- 10.2.3 Systemic Functional Theory -- 10.3 Research Context and Data Gathering -- 10.4 Data Sources -- 10.5 Analysis -- 10.6 Results -- 10.6.1 Artefact Analysis -- 10.6.2 Probing Understanding -- 10.6.2.1 Extending Prior Understandings -- 10.6.2.2 Explanation Is More than Description -- 10.7 Discussion -- 10.8 Conclusion -- Appendix. Digital Explanation Task Rubric -- References -- Part V: Using Animation in Assessing Students´ Science Learning -- Chapter 11: Animation in Online School Science Assessment: The Validation of Assessment for Learning and Individual Developmen... -- 11.1 Introduction -- 11.2 Background: Online Assessment of School Science in New South Wales Schools -- 11.3 Typical Animations Found in VALID -- 11.4 A Data Driven Approach to Establishing Item Validity and Reliability -- 11.5 Graphic Array Entity Animations -- 11.6 Interactive Animations -- 11.7 Further Practical Considerations when Selecting Animations -- 11.7.1 Cost and Copyright -- 11.7.2 Scientific Accuracy -- 11.7.3 Cognitive Load and Semiotics -- 11.7.4 Efficacy -- 11.7.5 File Size -- 11.8 Conclusion -- References. , Chapter 12: Exploring Students´ Scientific Competency Performance on PISA Paper-Based Assessment and Computer-Based Assessment -- 12.1 Introduction -- 12.2 Literature Review -- 12.2.1 Scientific Competency -- 12.2.2 Assessed Factors -- 12.2.2.1 ICT Interest -- 12.2.2.2 Perceived ICT Competence -- 12.2.2.3 Perceived Autonomy Related to ICT Use -- 12.2.2.4 ICT Use Outside of School for Schoolwork Activities -- 12.3 Method -- 12.3.1 Data Resource and Sample -- 12.3.2 Survey Instruments -- 12.3.2.1 Cognitive Test -- 12.3.2.2 Information and Communication Technology Familiarity Questionnaire (ICQ) -- 12.3.3 Data Analysis -- 12.3.3.1 Cognitive Test -- 12.3.3.2 ICQ -- 12.4 Results -- 12.5 Discussion -- References -- Chapter 13: Towards more Valid Assessment of Learning from Animations -- 13.1 Introduction -- 13.2 Depictive Versus Descriptive Representations -- 13.3 What Is Being Assessed? -- 13.4 Probing Dynamics Directly -- 13.5 Manipulation of a Physical Model -- 13.6 Sequencing Animation Frames -- 13.7 Learner-Generated Drawings -- 13.8 Movement-Type Judgement -- 13.9 Split Animation -- 13.10 Conclusion -- References.

Note: Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- Preface -- Acknowledgements -- Chapter 1 Images in disciplinary discourse in school science -- 1.1 Introduction -- 1.2 Social semiotics -- 1.3 Basic concepts of the grammar of visual design -- 1.4 Extending social semiotic frameworks for analyzing science images -- 1.5 Adapting social semiotic image analyses for student-generated drawings -- 1.6 Incorporating the verbal elements of infographics in analytic frameworks -- 1.7 Reorienting social semiotic analyses of infographics: addressing complexity and recognizability -- References -- Part I Disciplinary discourse for knowledge building: Systemic functional semiotic perspectives -- Chapter 2 Mass and presence -- 2.1 Introduction -- 2.2 Embedded literacy -- 2.3 Mass (language and symbols) -- 2.4 Mass (infographics) -- 2.5 Presence (language) -- 2.6 Presence (infographics) -- 2.7 Infographic mass and presence -- References -- Part II Image complexity - mass -- Chapter 3 Technicality -- 3.1 Introduction -- 3.2 Activity -- 3.2.1 Imagic construal of activity -- 3.2.2 Annotation in infographic construal of activity -- 3.3 Composition -- 3.3.1 Imagic construal of compositional relations -- 3.3.2 Annotation in the infographic construal of compositional relations -- 3.3 Classification -- 3.5 Property -- 3.6 Foreshadowing aggregation -- Note -- References -- Chapter 4 Iconization -- 4.1 Introduction -- 4.2 The social-semiotic construction of bondicons -- 4.3 Iconization in the induction of students into the discourse of science -- 4.4 Instilling iconization - establishing gurus, images and artefacts as bondicons -- 4.5 Iconization across scientific fields -- 4.6 Implications for education -- Note -- References -- Chapter 5 Aggregation -- 5.1 Introduction. , 5.2 Inter-modal grouping in infographic design -- 5.2.1 Macro-grouping -- 5.2.2 Micro-grouping -- 5.3 A synoptic eyeful: infographic accumulation and integration of meaning-making -- 5.3.1 Accumulation -- 5.3.2 Integration -- 5.4 Analyzing aggregation -- 5.4.1 Aggregation and the explanation of the greenhouse effect -- 5.4.2 Aggregation in the connection of the carbon cycle and global warming -- 5.5 Pedagogic implications -- 5.6 Conclusion -- References -- Part III Image recognizability - presence -- Chapter 6 Explicitness -- 6.1 Introduction -- 6.2 Parameters of explicitness -- 6.2.1 Completeness -- 6.2.2 Environment -- 6.2.3 Discernibility -- 6.3 Negotiating differences in explicitness within and across images in science textbooks -- 6.4 Effects of explicitness on students' interpretation of diagrams -- References -- Chapter 7 Affiliation -- 7.1 Introduction -- 7.2 Affinity -- 7.3 Engagement -- 7.4 Infotainment -- 7.5 Aesthetics -- 7.6 Conclusion -- References -- Chapter 8 Congruence -- 8.1 Introduction -- 8.2 Outlining congruence -- 8.3 Hue -- 8.4 Essentialization -- 8.5 Perspective -- 8.6 View -- 8.7 Vision -- 8.8 Proportionality -- 8.9 Reconfiguration -- 8.10 Genesis -- 8.11 Generic representation: reworking congruence in depicting phenomena scientifically -- References -- Part IV Applying image analyses for knowledge representation -- Chapter 9 Mass, presence and cumulative knowledge building -- 9.1 Introduction -- 9.2 Infographics for cumulative learning from junior to senior high school: reviewing the interplay of mass and presence -- 9.3 Comparing greenhouse effect explanations: mapping image-language collaboration -- 9.4 A pedagogic trajectory for cumulative knowledge building: balancing mass and presence across years of schooling -- 9.5 Mass and presence in senior high school textbook infographics for the greenhouse effect. , 9.6 Negotiating mass and presence in pedagogy for cumulative learning -- 9.7 Mass, presence and multiple representations -- References -- Chapter 10 Mass and presence in biology, chemistry and physics textbook infographics -- 10.1 Introduction -- 10.2 Mass and presence in an infographic on mitosis in a senior high school biology textbook -- 10.3 Mass and presence in senior high school chemistry infographics on ionic bonding -- 10.4 Mass and presence in senior high school physics infographics on electric motors -- 10.5 Mass, presence and multisemiosis: investigating subdisciplinary differences in school science infographics -- 10.6 Mass, presence and pedagogy: accessible analyses to support pedagogic practice -- 10.7 Conclusion -- Notes -- References -- Index.

Note: Description based on publisher supplied metadata and other sources

Note: Description based on publisher supplied metadata and other sources