Animations for educational purposes have been studied for more than 40 years. The results of the research have over time defined some general canons shared by the developers [Adams et al., 2008a, R. E. Mayer, 2009]. The aim of this thesis is to investigate the effectiveness of an interactive didactic graphic software developed ad hoc in a contest of introductory cosmology.\\ The Physics topic addressed in this teaching unit is that of cosmological horizons. The choice of this topic stems from two main reasons: our willingness to test the use of interactive educational animations in an advanced Physics context and the fact that there are documented difficulties in learning these concepts [Davis and Lineweaver, 2004]. In the development of the interactive software we have followed general guidelines that have been defined on the basis of cognitive load theory [Sweller et al., 1998]. In addition, we have try to include in the work a new paradigm, the so-called "Perceptual symbol systems" approach [Barsalou, 1999], which has been used in the context of Physics education with good results [Z. Chen and Gladding, 2014]. In the first chapter of this thesis we will make an analysis of the literature on educational animations. After a brief historical overview of the documented use of these media in literature, we will cover the theoretical aspects involved. In our theoretical analysis we distinguish mainly two levels: “understanding”, or the clarity with which information is used, and “learning”, or the mechanisms by which mental models are built in the student. Next we will consider the guidelines for a successful project developing simulation useful for the teaching of Physics: "PhET" from the University of Colorado. In the second chapter we analyse the Physics involved in the so called Horizon problem in cosmology. First we outline the necessary prerequisites; then, starting from these concepts, we will set a discussion on the cosmological horizons and which problems are connected to its understanding. Finally, we will conclude by talking about the perspectives that are opened in the cosmological field starting from this problem. In the third chapter we continue the analysis of the same topic from the teaching perspective. We describe the fundamental steps in learning these concepts and identify the teaching objectives. In the forth chapter we explain in detail the individual choices in the design of a new proposal of interactive simulations useful for the teaching of the cosmological horizons in the light of what emerged in previous chapters. This discussion addresses not only the design of the simulations but also some technical aspects related to data creation and optimization. In the fifth chapter we discuss the development of a protocol of questions which have guided the interview with three respondent for a first test of the effectiveness of our animation in favoring the learning of cosmological horizons. In the sixth chapter we discuss on the outcomes of the interviews in relation to our teaching objectives. The seventh and last chapter is dedicated to final consideration and suggestion for a possible development of the project.
Improving the understanding of cosmological horizons through the use of interactive animations
CECCOTTI, GIAN MARCO
2021/2022
Abstract
Animations for educational purposes have been studied for more than 40 years. The results of the research have over time defined some general canons shared by the developers [Adams et al., 2008a, R. E. Mayer, 2009]. The aim of this thesis is to investigate the effectiveness of an interactive didactic graphic software developed ad hoc in a contest of introductory cosmology.\\ The Physics topic addressed in this teaching unit is that of cosmological horizons. The choice of this topic stems from two main reasons: our willingness to test the use of interactive educational animations in an advanced Physics context and the fact that there are documented difficulties in learning these concepts [Davis and Lineweaver, 2004]. In the development of the interactive software we have followed general guidelines that have been defined on the basis of cognitive load theory [Sweller et al., 1998]. In addition, we have try to include in the work a new paradigm, the so-called "Perceptual symbol systems" approach [Barsalou, 1999], which has been used in the context of Physics education with good results [Z. Chen and Gladding, 2014]. In the first chapter of this thesis we will make an analysis of the literature on educational animations. After a brief historical overview of the documented use of these media in literature, we will cover the theoretical aspects involved. In our theoretical analysis we distinguish mainly two levels: “understanding”, or the clarity with which information is used, and “learning”, or the mechanisms by which mental models are built in the student. Next we will consider the guidelines for a successful project developing simulation useful for the teaching of Physics: "PhET" from the University of Colorado. In the second chapter we analyse the Physics involved in the so called Horizon problem in cosmology. First we outline the necessary prerequisites; then, starting from these concepts, we will set a discussion on the cosmological horizons and which problems are connected to its understanding. Finally, we will conclude by talking about the perspectives that are opened in the cosmological field starting from this problem. In the third chapter we continue the analysis of the same topic from the teaching perspective. We describe the fundamental steps in learning these concepts and identify the teaching objectives. In the forth chapter we explain in detail the individual choices in the design of a new proposal of interactive simulations useful for the teaching of the cosmological horizons in the light of what emerged in previous chapters. This discussion addresses not only the design of the simulations but also some technical aspects related to data creation and optimization. In the fifth chapter we discuss the development of a protocol of questions which have guided the interview with three respondent for a first test of the effectiveness of our animation in favoring the learning of cosmological horizons. In the sixth chapter we discuss on the outcomes of the interviews in relation to our teaching objectives. The seventh and last chapter is dedicated to final consideration and suggestion for a possible development of the project.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/41604