UseComputerAnimationInstructionasaTool.docVIP

Use Computer Animation Instruction as a Tool for Misconception Correction- Some Studies from Tao Yuan County Public Junior High School Ming-Gong Lee (李明恭) and Hui-Hua Gu (古蕙華) Department of Applied Mathematics, Chung Hua University No. 707, Sec. 2, Wufu Rd., Hsinchu, 30012, Taiwan, R.O.C.Tel: 03-518-6426 Fax: 03-518-6435Email: mglee@.tw, huihua_069@ Abstract The effect of computer animation developed by Interactive Physics – an easy-to-use computer software with friendly graphic user interface, was studied in a science lesson involving 201 ninth grade students. Both pretest and posttest problems were chosen mostly from the Force Concept Inventory with emphasis in the fields including, kinematics, the Newton Second Law, superposition principle, and gravitation. Results show three conclusions: a. Students from the group with traditional instruction and computer animation instruction do not have significant difference in the mean scores in the pretest.; b. Students from the group by computer animation instruction perform much better at the posttest than students from the group instructed by traditional teaching; c. Students from the group instructed by traditional teaching do make progress at the posttest and makes a significant difference in the mean scores, but the progress is very limited compared with students from the group instructed by computer animation instruction. These results suggest that instructions by computer animation can enhance students’ learning, and also demonstrate a successful application of interactive physics in the design of cognitively based practice activities. Keywords： Interactive Physics, Force Concept Inventory, pretest, posttest 1. Introduction Application of current modern information technology in education, “learning” has been transformed from directly transported from teachers to student into a multiple interactive knowledge construction as interaction between students and teachers, among colleagues, and learning envir