ANIMATION AND THE restructuring OF RIVERS STATE'S JUNIOR PRIMARY SCHOOL basic SCIENCE CURRICULUM
This research focused on animation and the restructuring of Rivers state's junior primary school basic science curriculum. The study was guided by the following study objectives: To determine whether animation aids in the teaching of basic science in junior primary schools in Rivers state, to determine the opinion of teachers who use animation in
the teaching of basic science in junior primary schools, to determine pupils' performance of basic science with the aid of animation in junior primary schools in Rivers state, to determine primary school pupils' opinions on the teaching of basic science with the aid of animation, and to determine whether animation ai The use of absolute numbers, frequencies of responses, and percentages were emphasized for a thorough analysis of the collected data.
The percentage of workers who responded to each statement in the questionnaire related to any specific question being considered was used to provide answers to the research questions. The simple percentage method is thought to be an easy to interpret and understand method.
The study recommended that Science teachers incorporate the use of cartoon style animation teaching to supplement their traditional chalk-talk method of instructional delivery, and that Science teachers use MM and Animated cartoons frequently during instructional development, especially when it is unavoidable.
The study's context
The introduction of computers into modern classrooms has altered the method of communication. Computer-mediated communication in the classroom is becoming increasingly popular. Human interaction using networked computer environments is known as computer-mediated communication (CMC). It encompasses both human communication and information shared via communication networks (Pearson et al., 2011).
Science education is important not only for producing new scientists, but also for maintaining a high level of scientific literacy and assisting in the development of critical thinking in the young, thereby contributing to their development as informed citizens. Schools are the primary sites for formal science learning, with an increasing number of new tools and platforms – many of which are Web-based – being used for both formal and informal science learning.
Some reports argue that science education should begin in primary schools, when mistakes or misconceptions are most likely to occur and children's attitudes toward science are developing. However, because the emphasis is often on literacy and numeracy in primary school, science subjects may not have enough room in the classroom. On the other hand, it is difficult to discuss topics that involve processes that are invisible to the naked eye, such as those that occur in cells, or that occur over long periods of time, such as evolution.
Even for middle school, high school, and undergraduate students, “invisible” processes like those underlying genetics have been found to be abstract and difficult. As a result, when it comes to science learning in young children, we face two challenges: 1) finding space in Primary School curricula to teach science, and 2) presenting interesting resources that engage students while also fostering science learning in a simple but accurate manner.
The word “animation” comes from the Latin word “revive.” Animation is a living, stripped-down, and detailed type of computer. Because of their dynamic nature, animations show the change in figures or colors, as well as the emergence and extinction of certain situations during the event's realization process. These modifications can be graphic, picture, or caricature in nature (Foley, Van-Dam & Feiner,1990; Laybourne,1998).
Computer animations work by rapidly changing the image on the computer screen. Three aspects of the animations should be mentioned. These can be classified as a picture, an indication of specific movements, or a simulation. Some of the possible roles of animations include decoration, attracting attention, providing motivation, having superior knowledge, and categorizing complex information and events.
Furthermore, drawing students' attention to the subject is an important function of the animations. Animations related to the subject to be taught should be appropriate for the subject's content. Otherwise, animations may detract from the viewer's attention (Vermaat, Kramers-Pals & Schank, 2004).
One of the most important aspects of animation is movement. Because chemical events are dynamic, invisible, and difficult to recreate in the mind at the molecular level, animations can be effective tools in science-technology and chemistry education (Burke, Greenbowe & Windschitl, 1998).
Several studies have been conducted to investigate the potential benefits of animation in the classroom. In this article, we discuss the use of short animation as a resource to enthuse young people about science while also teaching them key biological concepts.
We investigated whether the animation is effective in promoting knowledge and in being used as a stand-alone educational resource in the classroom. Based on this background, the researcher wishes to investigate animation and the restructuring of Rivers state's junior primary school basic science curriculum.
1.2 Problem description
Basic science is one of the subjects in which students struggle. According to research on this topic, students have various misunderstandings about the concept of science, and these misunderstandings persist even after the learning process (zmen & Demirciolu, 2003).
It has been suggested that students struggle with conceptual understanding when basic science is taught in primary school (Cros, Amouroux, Chastrette, Fayol, Leber, & Maurin, 1986; Ross & Munby, 1991; Ebenezer, 2001; Chiu, 2005; Drechsler & schmidt, 2005). The question of how effective the animation technique will be in eliminating inadequacies in conceptual understanding in primary school children arises.
1.3 The study's purpose
The study's objectives are as follows:
To determine whether animation aids in the teaching of basic science in Rivers state junior primary schools.
To learn what teachers think about using animation in the teaching of basic science in junior primary school.
To assess students' basic science performance in Rivers state junior primary schools using animation.
To ascertain the views of primary school students on the use of animation in the teaching of basic science.
To determine whether animation can help with the restructuring of Rivers state's junior primary school basic science curriculum.
1.4 Research problem
Did animation help with basic science teaching in junior primary school?
What do teachers think about using animation to teach basic science in primary school?
Do students perform well in junior primary school when basic science is taught using animation?
What are students' thoughts on using animation to teach basic science in junior primary school?
Do animations aid in the restructuring of Rivers state's junior primary school basic science curriculum?
1.5 Importance of the research
The study will be extremely useful to students, teachers, policymakers, and the Ministry of Education in Rivers State, as well as Nigeria as a whole. The research will provide a clear understanding of the animation and restructuring of the junior primary school basic science curriculum.
We will learn about the use of animation in the teaching of basic science in primary school at the end of the study. The study will also be used as a resource for other researchers who will be working on a similar topic.
1.6 The Study's Scope
The study's scope includes animation and the restructuring of Rivers state's junior primary school basic science curriculum. The research will be limited to a few primary schools in Portharcourt, Rivers state.
1.7 Study Restrictions
The researcher encounters some constraints that limit the scope of the study, which are as follows:
The researcher's research material is insufficient, limiting the scope of the study.
The study's time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
Inadequate funding tends to impede the researcher's efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire and interview).
1.8 Terms Definition
Animation is a technique that manipulates figures to make them appear to move. Images in traditional animation are hand drawn or painted on transparent celluloid sheets before being photographed and exhibited on film. The majority of animations today are created using computer-generated imagery.
Restructuring is the corporate management term for the act of reorganizing a company's legal, ownership, operational, or other structures in order to make it more profitable or better organized for its current needs.
Basic science is the study of fundamental processes that are necessary for life on our planet, such as biology, biochemistry, genetics, anatomy, neurobiology, immunology, and others. Basic science, which is sometimes used interchangeably with the term “life science,” is more than just an abstract, theoretical field.
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ANIMATION AND THE RESTRUCTURING OF RIVERS STATE'S JUNIOR PRIMARY SCHOOL BASIC SCIENCE CURRICULUM