Abstract
Static graphics are often used to present key aspects of dynamic instructional content (e.g. chemical reaction diagrams in Chemistry and weather maps in Meteorology). However, because static graphics represent the dynamics of a situation by implication only, students sometimes find them difficult to interpret properly. In contrast, animated graphics can represent dynamics quite explicitly. Studying relevant animations may help students become more adept at learning from related static representations (see Lowe, 1995a). In the case of beginning students of meteorology, being able to predict a subsequent pattern of meteorological markings from a given weather map is a very important skill (but one they learn slowly and imperfectly by studying static weather maps).
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References
Lowe, R. K. (1995a, July). Developing basic chart reading skills: using interactive animation for building effective mental models. Paper presented at the 2eme Conférence Internationale sur l’Enseignement Assisté par Ordinateur et l’Enseignement a Distance en Météorologie, Toulouse, France.
Lowe, R. K. (1995b, August). Supporting conceptual change in the interpretation of meteorological diagrams. Paper presented at the 6th European Conference for Research on Learning and Instruction, Nijmegen, Netherlands.
Lowe, R. K. (1999a). Domain-specific constraints on conceptual change in knowledge acquisition from diagrams. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change, (pp. 223-245) Amsterdam: Elsevier.
Lowe, R. K. (1999b). Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14, 225–244.
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Lowe, R. (2000). Animation of Diagrams: An Aid to Learning?. In: Anderson, M., Cheng, P., Haarslev, V. (eds) Theory and Application of Diagrams. Diagrams 2000. Lecture Notes in Computer Science(), vol 1889. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-44590-0_40
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DOI: https://doi.org/10.1007/3-540-44590-0_40
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