Computer-animated instruction and students' conceptual change in electrochemistry: Preliminary qualitative analysis

Abstract

This paper discusses the potential of applying computer-animated instruction (CAnI) as an effective conceptual change strategy in teaching electrochemistry in comparison to conventional lecture-based instruction (CLI). The core assumption in this study is that conceptual change in learners is an active, constructive process that is enhanced by the pedagogic use of computer-animated images. The combination of pretestposttest written answers and interview transcripts were used to analysis interviewees’ conceptual change progression. The preliminary results of this study support the conceptual change model as proposed by Posner, Strike, Hewson and Gertzog (1982) and Strike and Posner (1992).