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[{"id":107800407,"identifier":"Attachment_107800407","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":109777735,"created_at":"2023-11-25T01:10:34.917-08:00","from_world_paper_id":243927439,"updated_at":"2024-11-24T18:06:51.163-08:00","_data":{"grobid_abstract":"The objective of this study is to investigate the use of computer-animated instruction to improve students' conceptual understanding in chemistry concepts. The sample consisted of 70 fi rst year Diploma Pharmacy students who were randomly selected. This study used the pre-test-post-test quasi experimental group design. The treatment group was taught using computer-animated instruction, while the control group was taught using white-board drawing instruction. A Conceptual Performance Test consisting of visual and verbal conceptual questions was used to measure students' conceptual understanding. The t-Test was employed to analyze students' conceptual understanding test score. The fi ndings indicated that computer-animated instruction group did not outperform signifi cantly [t(65)=1.50, p=0.15] in the visual conceptual questions compared to whiteboard drawing instruction group.","publication_date":"2012,11,1","grobid_abstract_attachment_id":"107800407"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Using Computer-Animated Instruction to Enhance Chemistry Conceptual Understanding of Diploma Pharmacy Students","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [33502145]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" 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data-landing_url="https://www.academia.edu/109777735/Using_Computer_Animated_Instruction_to_Enhance_Chemistry_Conceptual_Understanding_of_Diploma_Pharmacy_Students" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="4072046" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/4072046/The_Effect_of_Computer_Animation_in_the_Teaching_of_Chemistry_at_Higher_Secondary_level_An_Experimental_Study">The Effect of Computer Animation in the Teaching of Chemistry at Higher Secondary level: An Experimental Study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2777157" href="https://independent.academia.edu/bhimmondal">bhim mondal</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Effect of Computer Animation in the Teaching of Chemistry at Higher Secondary level: An Experimental Study","attachmentId":31601150,"attachmentType":"pdf","work_url":"https://www.academia.edu/4072046/The_Effect_of_Computer_Animation_in_the_Teaching_of_Chemistry_at_Higher_Secondary_level_An_Experimental_Study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/4072046/The_Effect_of_Computer_Animation_in_the_Teaching_of_Chemistry_at_Higher_Secondary_level_An_Experimental_Study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="115336738" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/115336738/Concept_Animation_a_potential_instructional_scaffolding_version_1">Concept Animation -a potential instructional scaffolding [version 1</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="74256745" href="https://uob-om.academia.edu/BabuNoushad">Babu Noushad</a></div><p class="ds-related-work--metadata ds2-5-body-xs">MedEdPublish, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">This article was migrated. The article was marked as recommended. Concept animation-the graphical array of pictures accompanied by text as speech balloons, can help to improve learner's comprehension from basic to advanced levels concepts. When the process of concept comprehension is not facilitated, the learner may come in a transitional state of misperception and understanding, that can restrain their learning to a surface approach. The basic science concepts learned at the inception of a Health Sciences program play a vital role towards the development of higher-order thinking and problem-solving aptitude in the subsequent years. Hence, it is important to facilitate meaningful learning of core concepts and principles in difficult basic science disciplines, like Pharmacology. This work reports our experiences of employing concept animations as a 'visual aid' instructional strategy to simplify pharmacology concepts to undergraduate Optometry students. The fundamental ideas of drug pharmacokinetics, pharmacodynamics and side effects were transformed into concept animations. The effects of these concept animations are explained by using Vygotsky's 'zone of proximal development, Mayer's cognitive theory of multimedia learning and cognitive load theory.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Concept Animation -a potential instructional scaffolding [version 1","attachmentId":111773756,"attachmentType":"pdf","work_url":"https://www.academia.edu/115336738/Concept_Animation_a_potential_instructional_scaffolding_version_1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/115336738/Concept_Animation_a_potential_instructional_scaffolding_version_1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="72717092" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/72717092/The_Effects_of_Animation_Technique_on_Teaching_of_Acids_and_Bases_Topics">The Effects of Animation Technique on Teaching of Acids and Bases Topics</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="110828845" href="https://independent.academia.edu/Atamankara%C3%A7%C3%B6p">Ataman Karaçöp</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2008</p><p class="ds-related-work--abstract ds2-5-body-sm">This study has been carried out in order to determine the effect of computer animations in teaching acid and base topics in science and technology courses on the academic success of the primary school students and the opinions of students related to teaching with the animations. This research was conducted by the participation of 55 students from two different classes of 8th grade at a primary school in the city centre of Erzurum during the first semester of the 2006-2007 academic years. One of the classes, in which animation technique was used, was determined as the “animation group” and, the other class, in which the traditional teacher-centered instruction was dominant, as the “control group”. Data in this research were collected by Science and Technology Achievement Test (STAT) and Student Opinion Scale (SOS). The data gathered through by STAT were compared by independent sample t test. The results of SOS were presented in table as percentages and arithmetic means. The finding i...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Effects of Animation Technique on Teaching of Acids and Bases Topics","attachmentId":81534042,"attachmentType":"pdf","work_url":"https://www.academia.edu/72717092/The_Effects_of_Animation_Technique_on_Teaching_of_Acids_and_Bases_Topics","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/72717092/The_Effects_of_Animation_Technique_on_Teaching_of_Acids_and_Bases_Topics"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="121833745" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/121833745/Concept_Animation_a_potential_instructional_scaffolding">Concept Animation - a potential instructional scaffolding</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="74256745" href="https://uob-om.academia.edu/BabuNoushad">Babu Noushad</a></div><p class="ds-related-work--metadata ds2-5-body-xs">MedEdPublish, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">This article was migrated. The article was marked as recommended. Concept animation - the graphical array of pictures accompanied by text as speech balloons, can help to improve learner&#39;s comprehension from basic to advanced levels concepts. When the process of concept comprehension is not facilitated, the learner may come in a transitional state of misperception and understanding, that can restrain their learning to a surface approach. The basic science concepts learned at the inception of a Health Sciences program play a vital role towards the development of higher-order thinking and problem-solving aptitude in the subsequent years. Hence, it is important to facilitate meaningful learning of core concepts and principles in difficult basic science disciplines, like Pharmacology. This work reports our experiences of employing concept animations as a &#39;visual aid&#39; instructional strategy to simplify pharmacology concepts to undergraduate Optometry students. The fundamental ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Concept Animation - a potential instructional scaffolding","attachmentId":116622326,"attachmentType":"pdf","work_url":"https://www.academia.edu/121833745/Concept_Animation_a_potential_instructional_scaffolding","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/121833745/Concept_Animation_a_potential_instructional_scaffolding"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="12060334" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/12060334/Associating_animations_with_concrete_models_to_enhance_students_comprehension_of_different_visual_representations_in_organic_chemistry">Associating animations with concrete models to enhance students’ comprehension of different visual representations in organic chemistry</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2419786" href="https://squ.academia.edu/SulaimanAlBalushi">Sulaiman Al-Balushi</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of the current study is to explore the impact of associating animations with concrete models on eleventh-grade students’ comprehension of different visual representations in organic chemistry. The study used a post-test control group quasi-experimental design. The experimental group (N = 28) used concrete models, submicroscopic animations of molecules and chemical reactions to study an organic chemistry unit in their textbook. On the other hand, the control group (N = 22) used concrete models only. To assess students’ comprehension of different visual representations in organic chemistry, a test called the Organic Chemistry Visualisation Test (OCVT) was designed and administered at the end of the study. The results indicated that the experimental group significantly outperformed the control group. Students in the experimental group, with the help of animations, were able to view multiple representations simultaneously, rotate molecules and inspect them from different angles, and comprehend the characteristics of organic molecules such as connectivity, chirality, bond angle, stereochemistry and the spatial arrangement of atoms within molecules. It was observed that the students in the experimental group were excited to navigate between different types of representations of the same molecule and to check whether they predicted its configuration (e.g. three-dimensional, two-dimensional or Fischer Projection models) correctly. Also, students were able to view more complex molecules using animations rather than concrete models. Limitations of the study and implications for teaching, learning, and further research are discussed.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Associating animations with concrete models to enhance students’ comprehension of different visual representations in organic chemistry","attachmentId":37385304,"attachmentType":"pdf","work_url":"https://www.academia.edu/12060334/Associating_animations_with_concrete_models_to_enhance_students_comprehension_of_different_visual_representations_in_organic_chemistry","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/12060334/Associating_animations_with_concrete_models_to_enhance_students_comprehension_of_different_visual_representations_in_organic_chemistry"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="113726243" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/113726243/Effects_of_animated_media_instructional_strategy_on_students_interest_in_chemistry_when_compared_to_those_taught_using_conventional_method_using_their_pretest_and_posttest_mean_scores">Effects of animated-media instructional strategy on students ’ interest in chemistry when compared to those taught using conventional method using their pretest and posttest mean scores</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="292663282" href="https://independent.academia.edu/AbumchukwuAngelaAdanna">Abumchukwu Angela Adanna</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Interest is a motivational variable which describes the psychological state of engaging or the predisposition to re-engage with a particular class of object, events, or ideas over time. The aim of this research was to determine the effects of animated-media instructional strategy on students’ interest in chemistry when compared to those taught using conventional method using their pretest and post test mean scores. The design of the study was quasi-experimental, specifically the pretest-post test non-equivalent control group design. The result shows that the animated-media group had higher gain mean interest score (18.86) than those in the group taught using conventional method which had gain mean score of 5.93. Also the effect of animated-media instructional strategy on students’ interest in chemistry is significant when compared to those taught using conventional method using their pretest and post test mean scores. The findings of this study revealed that animated-media instructi...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Effects of animated-media instructional strategy on students ’ interest in chemistry when compared to those taught using conventional method using their pretest and posttest mean scores","attachmentId":110614130,"attachmentType":"pdf","work_url":"https://www.academia.edu/113726243/Effects_of_animated_media_instructional_strategy_on_students_interest_in_chemistry_when_compared_to_those_taught_using_conventional_method_using_their_pretest_and_posttest_mean_scores","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/113726243/Effects_of_animated_media_instructional_strategy_on_students_interest_in_chemistry_when_compared_to_those_taught_using_conventional_method_using_their_pretest_and_posttest_mean_scores"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="40851663" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/40851663/EFFECTIVENESS_OF_ANIMATED_VISUALS_FOR_THE_TEACHING_OF_CHEMICAL_BONDING_IN_JUNIOR_HIGH_SCHOOL_CHEMISTRY">EFFECTIVENESS OF ANIMATED VISUALS FOR THE TEACHING OF CHEMICAL BONDING IN JUNIOR HIGH SCHOOL CHEMISTRY</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="95654227" href="https://lcup.academia.edu/RosalynGalvezLPTPhD">Rosalyn S Galvez</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Education and Research , 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">This study sought to investigate the effectiveness of animated visuals in Chemical Bonding. The study used the pretest-posttest in measuring the contribution of the visuals in advancing the knowledge of students in chemical bonding. The posttest indicated that the students gained average knowledge about the topics. This shows that there was gain in the knowledge of the respondents in this topic. The standard deviation mirrored that the scores in this test remained not widely spread. Therefore, there was little variation in the extent of knowledge that students received after the conduct of the study. Result showed that animated visuals in Chemical Bonding are effective in teaching the topics. Thus, the researcher rejects the null hypothesis, that there is no significant difference between the pretest and the posttest scores of students in Chemical Bonding in high school Chemistry.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"EFFECTIVENESS OF ANIMATED VISUALS FOR THE TEACHING OF CHEMICAL BONDING IN JUNIOR HIGH SCHOOL CHEMISTRY","attachmentId":61137328,"attachmentType":"pdf","work_url":"https://www.academia.edu/40851663/EFFECTIVENESS_OF_ANIMATED_VISUALS_FOR_THE_TEACHING_OF_CHEMICAL_BONDING_IN_JUNIOR_HIGH_SCHOOL_CHEMISTRY","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/40851663/EFFECTIVENESS_OF_ANIMATED_VISUALS_FOR_THE_TEACHING_OF_CHEMICAL_BONDING_IN_JUNIOR_HIGH_SCHOOL_CHEMISTRY"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="68279063" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/68279063/Integrating_Instructional_Interactivity_in_a_2_D_Animated_Learning_Environment_to_Enhance_its_Educative_Value_An_Online_Pharmacogenetics_Course_for_Practicing_PharmacistsIntegrating_Instructional_Interactivity_in_a_2_D_Animated_Learning_Environment_to_Enhance_its_Educative_Value_An_Online_Pharmaco">Integrating Instructional Interactivity in a 2-D Animated Learning Environment to Enhance its Educative Value: An Online Pharmacogenetics Course for Practicing PharmacistsIntegrating Instructional Interactivity in a 2-D Animated Learning Environment to Enhance its Educative Value: An Online Pharmaco</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="127820" href="https://utoronto.academia.edu/JodieJenkinson">Jodie Jenkinson</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2007</p><p class="ds-related-work--abstract ds2-5-body-sm">The current study examines whether instructional interactivity, specifically multiple choice questions, enhances online learning outcomes in teaching introductory principles of pharmacogenetics. A pilot online course, designed with three 2-D animated sections, was evaluated by fourteen practicing pharmacists using online questionnaires, preand post-tests and final evaluation feedback forms. It was expected that multiple-choice questions parsed between animated scenes would provoke contemplation and facilitate reflection and abstract thinking. The results failed to find a statistical difference between the test scores of those who viewed the linear, non-interactive program and those who viewed the interactive program with strategically placed multiple choice questions inserted between sections. While overall learning outcome did increase between both groups, only those who viewed the linear, non-interactive animated program scored significantly higher in the post-test compared to the...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Integrating Instructional Interactivity in a 2-D Animated Learning Environment to Enhance its Educative Value: An Online Pharmacogenetics Course for Practicing PharmacistsIntegrating Instructional Interactivity in a 2-D Animated Learning Environment to Enhance its Educative Value: An Online Pharmaco","attachmentId":78811397,"attachmentType":"pdf","work_url":"https://www.academia.edu/68279063/Integrating_Instructional_Interactivity_in_a_2_D_Animated_Learning_Environment_to_Enhance_its_Educative_Value_An_Online_Pharmacogenetics_Course_for_Practicing_PharmacistsIntegrating_Instructional_Interactivity_in_a_2_D_Animated_Learning_Environment_to_Enhance_its_Educative_Value_An_Online_Pharmaco","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/68279063/Integrating_Instructional_Interactivity_in_a_2_D_Animated_Learning_Environment_to_Enhance_its_Educative_Value_An_Online_Pharmacogenetics_Course_for_Practicing_PharmacistsIntegrating_Instructional_Interactivity_in_a_2_D_Animated_Learning_Environment_to_Enhance_its_Educative_Value_An_Online_Pharmaco"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="13200198" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/13200198/Simple_Explicit_Animation_SEA_Approach_in_Teaching_Organic_Chemistry">Simple Explicit Animation (SEA) Approach in Teaching Organic Chemistry</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="32450856" href="https://upm.academia.edu/RosnainiMahmud">Rosnaini Mahmud</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Procedia - Social and Behavioral Sciences, 2012</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Simple Explicit Animation (SEA) Approach in Teaching Organic Chemistry","attachmentId":45597147,"attachmentType":"pdf","work_url":"https://www.academia.edu/13200198/Simple_Explicit_Animation_SEA_Approach_in_Teaching_Organic_Chemistry","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/13200198/Simple_Explicit_Animation_SEA_Approach_in_Teaching_Organic_Chemistry"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="54143904" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/54143904/Using_laboratory_activities_enhanced_with_concept_cartoons_to_support_progression_in_students_understanding_of_acid_base_concepts">Using laboratory activities enhanced with concept cartoons to support progression in students’ understanding of acid-base concepts</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="189265435" href="https://trabzon.academia.edu/HALUK%C3%96ZMEN">HALUK ÖZMEN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Asia-Pacific Forum on Science Learning and Teaching, 2012</p><p class="ds-related-work--abstract ds2-5-body-sm">The aim of this study is to examine the effectiveness of an intervention based on a series of laboratory activities enhanced with concept cartoons. The purpose of the intervention was to enhance students&#x27; understanding of acid-base chemistry for eight grade students&#x27; from two classes in a Turkish primary school. A pretest-posttest non-equivalent groups design and one experimental group (EG; N= 19) and one comparison group (CG; N= 17) were used in the study. While the comparison group taught with laboratory activities- ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Using laboratory activities enhanced with concept cartoons to support progression in students’ understanding of acid-base concepts","attachmentId":70650642,"attachmentType":"pdf","work_url":"https://www.academia.edu/54143904/Using_laboratory_activities_enhanced_with_concept_cartoons_to_support_progression_in_students_understanding_of_acid_base_concepts","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/54143904/Using_laboratory_activities_enhanced_with_concept_cartoons_to_support_progression_in_students_understanding_of_acid_base_concepts"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":107800407,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":107800407,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_107800407" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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