Concept Learning through Image Processing.Reportar como inadecuado

Concept Learning through Image Processing. - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.

This study explored computer-based image processing as a study strategy for middle school students' science concept learning. Specifically, the research examined the effects of computer graphics generation on science concept learning and the impact of using computer graphics to show interrelationships among concepts during study time. The 87 students who volunteered for this study were taking science classes at a rural public junior high school. They had previous skills with AppleWorks[TM] draw and paint software. Quantitative and qualitative methods were used to investigate the research topic. Findings showed that learner generated graphic representations of concepts provided a rich resource for the students' teachers. Representations of learners' understandings provided teachers with a way of knowing whether or not students were able to grasp concepts. Teachers suggested that if students cannot visualize the concept, perhaps they do not thoroughly understand the concept. It is essential to have all students engaged in the diverse practice of constructing their own concept representations while receiving feedback regarding their appropriateness. Educators are encouraged to prepare learners to use computers to visualize concepts during study time. An orientation to visualization skills can prepare students for using visual techniques to represent interrelationships among concepts. (AEF)

Descriptors: Computer Assisted Instruction, Computer Graphics, Concept Formation, Information Processing, Junior High School Students, Junior High Schools, Knowledge Representation, Science Instruction, Scientific Concepts, Student Evaluation, Teaching Methods, Visualization

Autor: Cifuentes, Lauren; Yi-Chuan, Jane Hsieh


Documentos relacionados