Science learning with designed animation: Investigation of primary school children's attitudes toward science learning, animation integration, and understanding level

Abstract

This study investigated primary school children's attitudes toward science learning, animation integration in science class, and their understanding level in science. Fifty-six sixth-grade children participated in this study. Attitude surveys, knowledge tests, and a focus group interview were conducted to examine the children's science learning attitudes and understanding levels. The findings revealed that children had consistent positive attitudes toward science learning and animation integration. Their understanding level was improved through the animation as a unit review. Synthesis of the quantitative and qualitative data showed that the animation stimulated their learning enjoyment and active learning behavior. Besides, the children particularly liked the dynamic simulation and visualization features of animation which enhanced their understanding of the science concepts. Pedagogical suggestions for incorporating multimedia into primary school science education are discussed.