摘要：This study investigated the perceptions of pre-service science teachers who viewed digitaltechnology-generated dynamic visualizations such as animation, short-film and documentary throughout theteaching of atmosphere-related environmental problems (global warming, acid rain etc.) and renewable energysources (energy of sun, wind, wave etc.). The working group consisted of 103 junior pre-service scienceteachers enrolled at a mid-size university in the west of Turkey and only 82 of those voluntarily participated inthe treatment evaluation process. In the study, descriptive research design was used. “The scale of opinionabout the use of dynamic visualizations” which had been revised from the previous version was used asquantitative data collection tool in the study involving quantitative and qualitative data collection tools. Inaddition, “the questionnaire of opinion about the use of dynamic visualizations” consisting of open-endedquestions developed by the researchers was utilized to obtain in-depth data. The quantitative data were analyzedby using descriptive statistic while the qualitative data were analyzed through content analysis. The results ofthe analysis indicated that the pre-service science teachers overwhelmingly support the use of dynamicvisualizations and believe that they enhance their learning experiences. However, according to the pre-servicescience teachers, using dynamic visualization in science classroom facilitates the understanding of concepts andalso provides the retention of knowledge. Furthermore, the participants claimed that the lessons conducted withthe help of dynamic visualizations were interesting, enjoyable, and motivating. Moreover, it was found thatthere was no difference between the female and male pre-service science teachers’ perceptions regarding thetreatment. The findings of the study were discussed in terms of importance of the use of dynamic visualizationsin science and environmental education.
关键词：Using dynamic visualization in science classrooms; animation; video; digital technology; science;education; environmental education; teacher training
