Die Wirkung von Animation und Simulation auf das Verständnis von stoffwechselphysiologischen Prozessen.

Autor/in	Nerdel, Claudia
Titel	Die Wirkung von Animation und Simulation auf das Verständnis von stoffwechselphysiologischen Prozessen.
Quelle	Kiel: Universitätsbibliothek der Christian-Albrechts-Universität Kiel (2003), 304 S.; 6.8 MB PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit Zugl.: Kiel, Univ., Diss. 2002.
Reihe	Elektronische Dissertationen
Sprache	deutsch; englische Zusammenfassung
Dokumenttyp	online; Monographie
URN	urn:nbn:de:gbv:8-diss-7279
Schlagwörter	Unterrichtsanalyse; Kognition; Verstehen; Medieneinsatz; Schuljahr 11; Computersimulation; Fachdidaktik; Atmungskette; Biologieunterricht; Fotosynthese; Wissenschaftliches Arbeiten; Komplexität; Untersuchung; Vorwissen
Abstract	In this study the effects of computer-based animations and simulations on the understanding of complex biological processes were examined. The theoretical background derives from models of cognitive psychology and research work within the field of computer-based learning. The dynamic features of the biomembrane were chosen as a basic concept for instruction. The major focus was on the interrelations of learners' prior knowledge, their visual and verbal learning preferences, cognitive load, and the computer based learning environment the learners used. Special attention was paid to the influence of instructional aids aiming to support learning with simulations. 11th-graders of German Secondary Schools were instructed in the topic of biomembranes in groups working with different kinds of computer-based learning environments. These consist of animations or simulations either with or without special instructional aids. In a pretest individual visual and verbal learning preferences as well as subjects' domain specific biological knowledge were examined. Subsequent to the treatment learning outcome was examined and individual cognitive load was registered. Quantitative and qualitative data analysis revealed the importance of prior knowledge and less influence of the different learning environments. Additionally, a high individual cognitive load had a bad influence on learning results. (Autorenreferat).
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2005_(CD)