| Images of connected features: |
| | | Manipulative animated 3D illustrations in Geo3D |  |
| | | Time-travel machine animation |  |
| | | different modes of observations in the VSS |  |
| | | Navigation in the Virtual Solar System (VSS) |  |
| | | Changing the speed of the system in the Virtual Solar System (VSS) |  |
| | | Two-dimensional map in the Virtual Solar System (VSS) |  |
| | | Combining visual and textual data in the Virtual Solar System (VSS) |  |
| | | Visual representations of abstract entities in the Virtual Solar System (VSS) |  |
| | | Video Analysis Tools |  |
| | | Suite of activities for student use of expert molecular modeling software |  |
| | | Physical and computerized models to illustrate phases of the moon |  |
| | | Physical and computerized models to illustrate phases of the moon |  |
| | | Hands-on examples of molecular visualization content |  |
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Connections 
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| Description: |
| Visual aids that have been shown as useful (see reference 2) for assisting students in the perception of 3D phenomena include dynamic representations which show multiple views from several directions, and visual exploration of internal and external properties of the 3D phenomena. Many students have difficulties in the perception of 3D complex structures, which are presented as 2D representations (see reference 1).
Even though it has been shown that with short term experience students can significantly improve their spatial abilities (see reference 2), the educational system seldom provides opportunities for such experiences. This principle calls to use the capabilities of the computer to create manipulatable 3D animation in order to facilitate the learning of such phenomena. |
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Theoretical background:
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| Tips (Challenges, Limitations, Tradeoffs, Pitfalls): |
| One limitation is that learners in a classroom can greatly vary in their spatial abilities (kali & Orion, 1996). Therefore tools should be designed so that students can use them according to their own needs and abilities.
A pitfall that we fell to in our first versions of the software was that we showed the animation before students had an opportunity to create their mental image and to draw it on a piece of paper.
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| References (Off-line): |
| 1. Kali Y., and Orion N., (1996). Spatial abilities of high-school students in the perception of geological structures. Journal of Research in Science Teaching, v.33, pp.369-391.
2. Kali Y., Orion N., and Mazor, E., (1997). Software for assisting high-school students in the spatial perception of geological structures. Journal of Geoscience Education, v.45, pp.10-21. |
| References (Online): |
| http://yaelkali.org |
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History
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This Principle does not have versions history.
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