The Application of Animation in Chemistry Courses

Different subjects, including General Chemistry and Organic Chemistry courses in universities are among the most basic fields of Science, Agriculture and Engineering which are of particular importance for students who are somewhat unfamiliar with these issues. Test results showed that students in the class of educational technology based on various animations Chemistry benefit more compared with the number of students who have not used this technology in terms of response to higher-level conceptual questions. Correct understanding of different subjects of chemistry requires using highly mental abilities. Mainly because the majority of subjects and courses of General Chemistry and Organic Chemistry are conceptually based on explanation rather than memorization . Therefore, providing visual learning patterns can be very constructive for the realization. Thus based on the headlines of course attempt was made to download animations from Internet sources and compile them and sometimes the animation was designed. This paper seeks to answer the question whether the use of response animation and films increase or decrease student s understanding of chemistry concepts To answer this question, three groups of students in the form of groups B, A and C having different rates in terms of animated educational facilities that were considered as a general chemistry course. Scores of questions mnemonic charts showed that the three groups had similar mean scores. However the conceptual questions score chart showed that there are significant differences in test results of groups there. Results showed that the students who use animation and film of conceptual questions are much higher than other groups in understanding the materials. On the other hand the scores level and the average score of the three groups (three classes) in question is closely related to mnemonic and this represents the fact that student s tendency to memorize the concepts is much greater.