Animating Science

Science and animation go hand in hand. Animation can show students how the circulatory system works and how to pump a tire. The article "Computer Animation used to Bring Science to Life" talks about how using animations in science classrooms can "engage and motivate students and , make unseen worlds visible, and impart and intuitive feel for absract concepts". The article talks about how effective animations can clarify scientific phenomena, but uneffective models can distract students. The article says that there have been a lot of hits and misses with animations. In fact if they are not constructed correctly they can distract students. The article gives some key points in creating clear and concise animations: place text close to the image, use simple langauge, synchronize naration, use conversational narration, and include on-screen narration cues.

Animations can be used in asynchronous classrooms. Facilitators and teachers can use an animated presentation to demonstrate an online lesson. Animations can be used to recreate various science concepts. For instance, teachers can show learners how photosynthesis, the water cycle, and tornadoes form by using animated models. Animations can also be made into videos that can be broadcasted in the classroom. The teacher can narrate the film and create an interative experince for students.

Using animations in science classrooms is especially useful. Science employs a lot of processes and seeing a process in action makes it clearer for learners than just hearing it in theory since the majority of learners are not auditory learners. Though the article states that animations are distracting teachers can have their students create animations of their own. Students can construct a projoct on the parts of the human body or an animation on the solar system. This allows learners to use what they have learned, and it familarizes them with the technology.

Other researh can be done to see how animations work in improving students understanding of certian science concepts. Does seeing the various processes help them to grasp the concepts better? Also, research should be done to see if animations in lessons improve test scores. Are these visual teaching techqniques more effective than auditory ones?

If you would like to read the article "Computer Animation Used to Bring Science to Life" follow this link: http://web.ebscohost.com.ezproxy.fgcu.edu/ehost/detail?vid=18&hid=103&sid=0ea8ec6d-489d-4fce-84f3-5ef68b6e4234%40sessionmgr106

Camera's, Schools, and Visual Imagry

The article "Visual Imagry" by Lance Wilhelm talks about how schools are using photogrpahy to to improve visual literacy skills in learners. The article states, "Visual literacy is becoming more important from a curricular standpoint as society relies to a greater degree on images and visual communication strategies". The article states that using digital camera's to enhance digital imagry is becoming inexpensive and more conveinent for K-12 schools. An understanding of visual literacy increase problem solving skills.


Digital imagry is a great way to familiarize students with technology especially in learning how to use digital cameras. They can use pictures to create presentations. In the text it states, "There are many types of creativity tools available for learners to use. Students can take text, graphics, images, audio, and video, to create some very exciting representations of their learning." Learners can use images taken via digital camera, and they can use them in presentations. For instance, students learning how plants grow can record the growth of plants to see how they develop. Digital images make things concrete for students and appeal to visual learners. Sometimes seeing the subject makes it easier for learners to understand.

After reading this article, I see digital imagry as another great tool to add to the bank of strategies to enhance learning. Allowing students to take pictures of what they are seeing for presentations and projects allows them to take stock in their work and make it their own. It allows them to utalize their creativity and think outside the box. It may not be useful to kinesthetic or auditory learners, but it could also improve visual skills.


I wonder how effective digital imagry is as a teaching tool? Also, I would like to see how teachers can use digtial imagry in other ways throughout the classroom. Is it more beneficial for visual leaners than auditory or kinesthetic learners? Does it improve visual skills for non visual learners?


If you would like to read the article "Digital Imagry" by Lance Wilhelm follow this link: http://web.ebscohost.com.ezproxy.fgcu.edu/ehost/detail?vid=11&hid=116&sid=f84afd58-77ac-4de0-a655-adf8a63333b0%40sessionmgr107

Once Upon a Time there was a StoryBoard

Stories form pictures of far away places and space adventures in our minds. They enchant and excite our imaginations. Students are not just listening to stories in their classrooms, but now they are creating stories in their classrooms as well. The article "Story as a Tool for Learning" talks about how students are using storyboards in their classrooms to create their own stories. The article focuses on the benefits that storyboarding has in the classroom, "Storyboards are a fantastic way to put together a tale, display information, and get pupils thinking about things". Learners are able to look at problems objectively. They are able to take situations out of the constraints of the classroom, and put them into a more inventive and adventerous form.


Storyboarding, caters to students diverse learning styles. It moves away from the typical presentation format. In the text it states "Intresestingly, research has shown that most students do not have a prefrence or strenght for auditory reception, yet direct instruction is still the most prevelent practice in K-12" (89). Students are able to use a number of learning styles such as Kinesthetic, Visual, and interpersonal. Storyboarding is escpecailly helpful to lower level learners who have more kinesthetic learning styles. It offers a hands on e experience for students, and it allows them to take an active approach to learning.


I believe that this is another great way to make learning more interesting. Storyboarding is a great way for students to work in a cooperative learning enviroment while using their imagination to create stories. This will help students to improve critical thinking skills. While I do not think storyboarding is appropriate for every subject it is still one of may innovative approachs to teaching.


While storyboarding may be good for the third graders mentioned in the article how successdful is it for middle school and high school students? I think research on the universialtiy of storyboarding would be useful. Also, how does storyboarding help students with fact retention?For instance, if a ninth grade history class did a storyboard on the the history of the Revolutionary War would this help the students to better remember key concepts and facts from the War than by just taking a test?

If you would like to read the article "Story as a Tool for Learning" follow this link:http://web.ebscohost.com.ezproxy.fgcu.edu/ehost/pdf?vid=9&hid=103&sid=b22467b4-be78-4f3f-95e6-af35e69af331%40sessionmgr104