@article {684, title = {THE EFFECT OF VISUALIZATION TYPE AND STUDENT SPATIAL ABILITIES ON LEARNING ACHIEVEMENT}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {551-563}, abstract = {Students{\textquoteright} spatial ability plays an important role in instruction with dynamic and static visualizations. This research was aimed at describing 1) the difference in learning achievement between the students who learned from dynamic visualization and static visualization, 2) the difference in learning achievement among students who have high spatial ability and those who have low spatial ability, and 3) the interaction between type of visualization and spatial ability on learning achievement. This research used the non-equivalent control group quasi-experimental design. The sample consisted of 115 eighth grade students in Singaraja, Indonesia. The data were collected by learning achievement test and Paper Folding Test. The data were analyzed using ANCOVA. The results showed that:1) there was a significant difference in learning achievement between the students who learned from dynamic visualization and static visualization; 2) there was a significant difference in learning achievement between the students who have high spatial ability and those who have low spatial ability, and 3) there was no interaction between visualization type and spatial ability on learning achievement. Therefore, the different combination of the types of visualization and sequence of presentation and relation with individual characteristic can be elaborated more in the further research. }, keywords = {dynamic visualization, learning achievement, science instruction, spatial ability, static visualization}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.551}, url = {http://oaji.net/articles/2017/987-1533708452.pdf}, author = {I Gde Wawan Sudatha and I Nyoman Sudana Degeng and Waras Kamdi} } @article {437, title = {DYNAMIC VISUALIZATION IN THE VIRTUAL LABORATORY ENHANCES THE FUNDAMENTAL UNDERSTANDING OF CHEMICAL CONCEPTS}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {June/2015}, pages = {Continuous}, type = {Original article}, chapter = {351-365}, abstract = {In natural science education it is important that the macroscopic, submicroscopic and symbolic levels are interconnected in a student{\textquoteright}s mind. Primary school children have the greatest difficulty in understanding the sub-microscopic, which is outside their experiential framework. This research examines the classroom application of the virtual laboratory in integrating macroscopic, submicroscopic and symbolic aspects of chemistry. Pupils of the seventh grade, aged between 12 and 13 years (N = 225), participated in the didactic experiment that was conducted in ten primary schools in Slovenia. The fundamental research question was whether pupils studying the same natural science content using the virtual laboratory performed better than those who did not. The results of the experiment revealed that in terms of knowledge acquisition the use of a virtual laboratory improved pupil performance in relation to those who did not use elements of dynamic visualisation in the classroom. In accordance with Bloom{\textquoteright}s cognitive scale, it was demonstrated that in relation to basic, higher and advanced levels of knowledge and comprehension, the use of the virtual laboratory positively influences pupils{\textquoteright} understanding of selected concepts in chemistry. }, keywords = {chemical concepts, dynamic visualization, submicroscopic level, virtual laboratory}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.351}, url = {http://oaji.net/articles/2016/987-1479497157.pdf}, author = {Nata{\v s}a Rizman Herga and Sa{\v s}a A. Gla{\v z}ar and Dejan Dinevski} }