Now you see it
The use of animations appears as a natural fit for teaching science. Humans are visual creatures so what better way to explain how scientific concepts the electrostatics works than be a moving visual representation. Hence as a science teacher, I have endeavored to incorporate both digital and analog animations into my lessons and will be presenting my experiences at ISTE in Ju ne as well as discussing how I use augmented reality in the classroom. Yet when exploring the research on the effectiveness of animations, there appears, at present, little evidence that students learn more from a digital moving image than they would from a still picture or a physical model. However, the research is slowly teasing out important clues on new ways to use digital animation and simulation to deepen students’ understanding of what is happening in the physical world. As an educator, digital animations have enormous potential in science education. If created with correct insight, movin