Can we assess pupil's science knowledge with animated cartoons?

Dalacosta, K; Paparrigopoulou-Kamariotaki, M; Pavlatou, EA

dc.contributor.author	Dalacosta, K	en
dc.contributor.author	Paparrigopoulou-Kamariotaki, M	en
dc.contributor.author	Pavlatou, EA	en
dc.date.accessioned	2014-03-01T02:47:18Z
dc.date.available	2014-03-01T02:47:18Z
dc.date.issued	2011	en
dc.identifier.issn	18770428	en
dc.identifier.uri	https://dspace.lib.ntua.gr/xmlui/handle/123456789/33063
dc.subject	Animated cartoons	en
dc.subject	Assessment tool for science knowledge	en
dc.subject	Elementary education	en
dc.subject	Instructional strategies	en
dc.title	Can we assess pupil's science knowledge with animated cartoons?	en
heal.type	conferenceItem	en
heal.identifier.primary	10.1016/j.sbspro.2011.04.284	en
heal.identifier.secondary	http://dx.doi.org/10.1016/j.sbspro.2011.04.284	en
heal.publicationDate	2011	en
heal.abstract	The present paper concerns the use of animated cartoons as an assessment tool in teaching science regarding students of elementary education. Different instructional strategies are presented whereas with the aid of two sets of questions with animated cartoons, the teacher is able to: (i) find out and evaluate what students already know about specific science concepts or (ii) evaluate students' knowledge and understanding of science concepts which are normally difficult to comprehend and often cause misconceptions to them. Concepts that have been chosen to be studied were those of mass volume and density, as well as dissolving, melting, and disappearing. © 2011 Published by Elsevier Ltd.	en
heal.journalName	Procedia - Social and Behavioral Sciences	en
dc.identifier.doi	10.1016/j.sbspro.2011.04.284	en
dc.identifier.volume	15	en
dc.identifier.spage	3272	en
dc.identifier.epage	3276	en