Careful narration avoids misconceptions
With the rise of the computer in the classroom, the use of multimedia resources in teaching has become almost ubiquitous. However, even well-constructed animations can be misinterpreted if they are clearly narrated. It is important that we understand which visual elements of animations communicate the intended messages most clearly. Rosenthal and Sanger describe the outcomes of an investigation into students' ability to explain their understanding of a redox reaction after viewing two animations of differing complexity.
David Read summarises and reviews Rosenthal and Sanger's study.
Thanks for using Education in Chemistry. You can view one Education in Chemistry article per month as a visitor.
Registration is open to all teachers and technicians at secondary schools, colleges and teacher training institutions in the UK and Ireland.
Get all this, plus much more:
Already a Teach Chemistry member? Sign in now.
Not eligible for Teach Chemistry? Sign up for a personal account instead, or you can also access all our resources with Royal Society of Chemistry membership.