TEACHING SCIENCE VIA ANIMATED MOVIES: ITS EFFECT ON STUDENTS'

LEARNING OUTCOMES AND MOTIVATION

 MIRI BARAK, TAMAR ASHKAR, YEHUDIT

DORI

THE DEPARTMENT OF EDUCATION IN SCIENCE AND TECHNOLOGY

TECHNION

INTRODUCTION

The development of Java, Flash, and other web-based

applications allow teachers and educators, nowadays,

to present complex animations (Flemming, Hart, & Savage, 2000).

Some studies that investigated the use of animations in the classroom

found that the learning process improved (Najjar, 1998; Rieber, 2002;

Rosen,2009).

However, some researchers claim that since animations are in most cases

a simplified version of a phenomenon, they might evoke misconceptions

(Mayer, Heiser & Lonn, 2001).

Animations may hinder meaningful learning by preventing students

from using their imagination in creating their own mental models

(Schnotz & Rasch, 2005).

RESEARCH GOAL

Examine the effect of teaching via animated movies on students’ learning outcomes with emphasis on achievements and motivation to learn science.

RESEARCH QUESTIONS: Does and to what extent learning via BrainPop animated movies affect students‘:

a)Thinking skills: understanding, implementation, and reasoning?

b)Motivation to learn science?

c)Grades in science in their report card?

RESEARCH METHODOLOGY

The research was based on the quantitative methodology using the pre- post- experimental design (Campbell & Stanley 1963; Kerlinger, 1973).

The teaching/learning method (the integration of animations) was the independent variable,

The dependant variables were students' :

thinking skills;

motivation to learn science;

overall achievement in science.

Our study included two questionnaires:

a. Science thinking skills and b. Motivation to learn science.

RESEARCH TOOLS

Science Thinking Skills:

Knowledge, Understanding and

Implementation

RESEARCH TOOLS

Science Thinking Skills:

Reasoning/Explanations

RESEARCH TOOLS

Motivation to learn science

RESEARCH SETTINGS

A. A pilot study was conducted in order to establish the research tools' reliability and validity.

B. The experimental teachers received a two-hour workshop and personal guidance throughout the year.

C. Pre questionnaires were administered at the beginning of the academic year

D. The animated movies were presented to the students at least once a week, about one animation for each topic taught in class.

E. The animated movies were used as follows: The teachers demonstrated them in the classroom, Students viewed them on their own or in pairs in computer clusters, Students viewed them at home as part of their homework. The animated movies were used to provoke class discussions or to

summarize a topic.

F. Post questionnaires were administered at the end of the year.

BRAINPOP ANIMATED MOVIES

BrainPop website provides three to five minutes animated movies.

Each movie includes animated characters who lead users through educational activities.

The animated movies provide curriculum-based content that is aligned with the Israeli national science education standards.

The teachers' section contains lesson plans and ideas for using BrainPop in the classroom, including interactive quizzes and experiments.

RESEARCH POPULATION

Illustration Photo

Experimental group - 926 students from five elementary schools (4th graders: N=435 and 5th graders: N=491).

Control group - 409 students from two elementary schools (4th graders: N=206 and 5th graders: N= 203).

Gender distribution was close to even (50.3% girls). 11.3% declared that their parents' occupation involves a

scientific field (medical doctors, scientists, engineers etc.). 12.8% participate in extracurricular activities in science.

Pearson Chi-Square test indicated no statistically significant differences between the research groups

RESULTS - THE EFFECT OF ANIMATED MOVIES ON STUDENTS' THINKING SKILLS

Research groupPre-questionnairePost-questionnaireNMean

(0-100)Std.

DeviationMean (0-100)

Std. Deviation

Fp<

ProgramExperimental92655.7617.7070.3421.78

127.50

0.001

Control40949.2418.8155.1719.54GenderGirls66353.1618.1866.3122.260.76NS

Boys65554.8418.2265.5422.36Class4th grade64155.0017.7866.9521.541.51NS

5th grade69452.7618.6565.0123.00Parents

occupationScience13756.6715.2166.0823.500.06NSOther107

753.3218.5765.9522.18

Extracurricular activities

Science15656.0018.9469.0721.872.80NSOther105

253.2118.1465.3622.33

Students' gain in 'science thinking skills' is explained only by their participation in the BrainPop program

RESULTS - STUDENTS' EXPLANATIONS, DIVIDED BY THREE LEVELS

ConceptCorrect explanationScientific data and a solid

rational

Partial explanationIncomplete or partial

scientific data

Incorrect explan.

Incorrect answer or irrelevant details

WindIt's inanimate since it cannot reproduce, grow, or breathe.

It's inanimate since the wind does not grow.

It's a living organism since it moves.

A seedIt's a living organism since it needs water, can breathe and reproduce.

It's a living organism because it can reproduce.

It's inanimate because it does not move.

GoldAlthough it has relative high conductivity, this metal is not good for producing electrical wires since it is too expensive.

This metal is not good for producing electrical wires since they are made from copper.

Gold is good for producing electrical wires since it is made from metal.

RESULTS - THE EFFECT OF ANIMATED MOVIES ON STUDENTS' MOTIVATION TO LEARN SCIENCE

Pre-questionnairePost-questionnaire

Category

Research group

Mean (1-to-5)

Std. Deviation

Mean (1-to-5)

Std. Deviation

Fp<

Self-efficacy

Experimental3.201.043.670.97

18.160.001

Control3.070.883.400.95

Interest and enjoyment

Experimental3.761.294.15

0.9838.030.001

Control3.451.063.691.08

Connection to daily leaving

Experimental3.171.043.79

0.9035.500.001

Control2.920.873.390.94

Importance to the student

Experimental3.651.104.14

0.8673.870.001

Control3.271.013.600.91

General Motivation

Experimental3.440.993.94

0.7853.480.001

Control3.180.763.520.78

Experimental group students expressed significantly higher motivation in all categories

RESULTS - CORRELATION BETWEEN STUDENTS' MOTIVATION AND THEIR THINKING SKILLS ENHANCEMENT

Research group

VariableNNet gain Mean

Std. Deviation

rp<

ExperimentalMotivation9200.561.130.210.001Thinking skills88714.8226.46

ControlMotivation3770.370.940.130.05Thinking skills3735.5725.80

All students developed their scientific understanding, parallel to developing positive motivation toward science learning. However, the two variables (motivation and thinking skills) in the experimental group was almost twice as high compared to the control group.

RESULTS - THE EFFECT OF ANIMATED MOVIES ON STUDENTS' GRADES IN SCIENCE

The students that used animation as part of their science learning received higher grades in their report card at 90% significance (F(1, 314)=2.74, p=0.09).

SUMMARY AND RECOMMENDATIONS

1. Students who experienced the use of BrainPop animated movies as part of their science learning developed thinking skills, such as: understanding and implementation.

2. Both 4th and 5th grade students from the experimental group showed better reasoning ability than their peers in the control group.

3. However, this difference was statistically significant only among 4th grade students.

SUMMARY

5. Fourth and fifth grade students who used BrainPop animated movies developed higher motivation to study science, compared to students who studied science in a traditional way.

6. Students who studied science with BrainPop animated movies showed a higher correlation between motivation and thinking skills compared to their control peers.

7. Integration of BrainPop activities as part of the science learning helped the experimental students to gain relatively higher grades in science in their report-card compared to students who studied science in a traditional way.

RECOMMENDATIONS

Encouraging teachers from both science and other disciplines (such as: English, Bible, Literature etc.) to integrate the use of animated movies, more frequently.

Conducting teachers' training seminars within the schools or in teacher development centers,

Creating more animated movies for elder users, such as high school and university students.

Using BrainPop website as a platform for creating communities of learners among both teachers and students in Israel and around the world.

THANK YOU FOR YOUR ATTENTION

 MIRI BARAK, TAMAR ASHKAR, YEHUDIT

DORI

BMIRIAM@TECHNION.AC.IL

THE DEPARTMENT OF EDUCATION IN SCIENCE AND TECHNOLOGY

TECHNION