caa a22 4500 463246683 CHVBK 20180405153328.0 cr unu---uuuuu 170326e20070601xx s 000 0 eng 10.1007/s10763-006-9041-z doi (NATIONALLICENCE)springer-10.1007/s10763-006-9041-z Evaluating the Effectiveness of Scientific Visualization In Two PowerPoint Delivery Strategies on Science Learning for Preservice Science Teachers [Elektronische Daten] [Eric Wiebe, David Slykhuis, Leonard Annetta] Slideware applications (e.g., PowerPoint) have become more prevalent in instruction across disciplines. This is especially true at post secondary institutions where many instructors are using slideware as a sole instructional tool. This study evaluated the relative effectiveness of scientific visualization in two PowerPoint delivery strategies on science learning for preservice teachers. Twenty-five preservice teachers enrolled in an undergraduate introduction to science education class were stratified into two PowerPoint delivery strategies. The strategies were: PowerPoint with instructor voiceover narration and PowerPoint without voiceover. Post-test Mann-Whitney U suggested no differences (p > 0.05) in science learning across the two strategies. Further, eye tracking analysis suggests voiceover guides the PowerPoint user to graphics and text, but voiceover does not significantly affect learning. Results suggest immediacy with technology doesn't necessarily produce meaningful learning. Good teaching still is the key component of meaningful learning. National Science Council, Taiwan, 2007 slideware nationallicence cognitive load theory nationallicence science education nationallicence narration nationallicence eye tracking nationallicence Wiebe Eric Department of Math and Science Education, North Carolina State University, Poe Hall 510M, Box 7801, 27695, Raleigh, NC, USA aut Slykhuis David Education Programs, James Madison University, ROOP 304, MSC 1908, Harrisonburg, VA, USA aut Annetta Leonard North Carolina State University, College of Education Poe Hall 326-H, Box 7801, 27695-7801, Raleigh, NC, USA aut International Journal of Science and Mathematics Education Kluwer Academic Publishers 5/2(2007-06-01), 329-348 1571-0068 5:2<329 2007 5 10763 https://doi.org/10.1007/s10763-006-9041-z text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10763-006-9041-z text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Wiebe Eric Department of Math and Science Education, North Carolina State University, Poe Hall 510M, Box 7801, 27695, Raleigh, NC, USA aut NATIONALLICENCE 700 1- Slykhuis David Education Programs, James Madison University, ROOP 304, MSC 1908, Harrisonburg, VA, USA aut NATIONALLICENCE 700 1- Annetta Leonard North Carolina State University, College of Education Poe Hall 326-H, Box 7801, 27695-7801, Raleigh, NC, USA aut NATIONALLICENCE 773 0- International Journal of Science and Mathematics Education Kluwer Academic Publishers 5/2(2007-06-01), 329-348 1571-0068 5:2<329 2007 5 10763 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer