Developing and Using Conceptual Computer Animations for Chemistry Instruction

K. A. Burke , Thomas J. Greenbowe and Mark A. Windschitl
Iowa State University of Science and Technology, Department of Chemistry, Gilman Hall, Ames, IA 50011-3111
J. Chem. Educ., 1998, 75 (12), p 1658
DOI: 10.1021/ed075p1658
Publication Date (Web): December 1, 1998
History, Education, and Documentation

Abstract

Multimedia technology has advanced rapidly within the past two years providing an opportunity for chemistry instructors to develop and use their own computer animations. Conceptual computer animations are designed to help students understand the basic concept or principle of a dynamic chemical process. This paper discusses several issues surrounding the development and use of instructional conceptual computer animations. If possible, an animation sequence should be linked to a lecture demonstration, thereby assisting in the presentation of all three levels of representation: microscopic, macroscopic and symbolic. Computer animations provide instructors with a vehicle for presenting topics from the particulate nature of matter view and a technique for teaching for conceptual understanding. A design team consisting of individuals who have knowledge or expertise in the content area, instructional design, computer animation techniques, and graphic and sound production should work with the chemistry instructor to develop and produce the animation sequences. Various software tools for drawing, animating, and incorporating audio tracks along with the animation are discussed. Aspects of effective computer anmation are listed. Techniques for 24-hour student access to instructional computer animations through the internet via the World Wide Web, as well as to a local file servers through the intranet are mentioned. Chemistry instructors who develop computer animations or multimedia presentations must be aware of copyright laws pertaining to the educational use and distribution of images, pictures, illustrations, and sounds. Using computer animations does take additonal time in lecture. However instructors must decide whether they want to "cover" or "uncover" material. The inclusion of computer animations is consistent with reports from the ACS task force that emphasizes "less is more" in terms of curriculum reform.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Curriculum

Keywords (Pedagogy):

Computer-Based Learning

Keywords (Subject):

Electrochemistry
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  • Received: August 03, 2009

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