Research Article
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Year 2025, Volume: 14 Issue: 1, 1 - 14, 31.03.2025

Zahra Sadat Roozafzai , Parisa Zaeri

https://doi.org/10.55020/iojpe.1570986

Abstract

References

  • Akbar, K. F., Damanik, F. H., Juliana, J., Akib, A., & Wibowo, F. I. (2023). Inclusive education practices: Fostering an accessible learning environment for diverse learners. Global International Journal of Innovative Research. https://doi.org/10.59613/global.v1i3.35
  • Aswad, M., & Wirentake, W. (2023). Creating inclusive language learning environments: addressing the needs of diverse learners. Transformational language literature and technology overview in learning (TRANSTOOL). https://doi.org/10.55047/transtool.v2i3.1360
  • Conrad, D., & Libarkin, J. C. (2021). Using conceptual metaphor theory within the model of educational reconstruction to identify students’ alternative conceptions and improve instruction: A plate tectonics example. Journal of Geoscience Education, 70, 262 - 277. https://doi.org/10.1080/10899995.2021.1983941
  • Dang, S. (2024). Empowering students through inclusive language teaching practices. Lloyd Business Review. https://doi.org/10.56595/lbr.v3i2.34
  • Faerm, S.,and Quinn, K. (2023) Reflective teaching practices and inclusive learning environments, in Derek Jones, Naz Borekci, Violeta Clemente, James Corazzo, Nicole Lotz, Liv Merete Nielsen, Lesley-Ann Noel (eds.), The 7th International Conference for Design Education Researchers, 29 November - 1 December 2023, London, United Kingdom. https://doi.org/10.21606/drslxd.2024.012
  • Franconeri, S. L., Padilla, L. M., Shah, P., Zacks, J. M., & Hullman, J. R. (2021). The science of visual data communication: What works. Psychological Science in the Public Interest, 22, 110 - 161. https://doi.org/10.1177/15291006211051956
  • Gold, S. D., Liepack, S., Scott, M., & Benjamin-Wise, S. (1999). Creating inclusive classrooms. Young Exceptional Children, 2, 2 - 8. https://doi.org/10.1177/109625069900200201
  • Lai, Y., & King, K. A. (2020). Diversity and inclusion in education. The Cambridge Handbook of Discourse Studies. https://doi.org/10.1017/9781108348195.024
  • Lin, L., & Atkinson, R. K. (2011). Using animations and visual cueing to support learning of scientific concepts and processes. Comput. Educ., 56, 650-658. https://doi.org/10.1016/j.compedu.2010.10.007
  • Metzger, E. P. (2024). Reimagining geoscience education for sustainability. Earth Science, Systems and Society. https://doi.org/10.3389/esss.2024.10116
  • McLure, F. I., Won, M., & Treagust, D. F. (2021). What students’ diagrams reveal about their sense-making of plate tectonics in lower secondary science. International Journal of Science Education, 43, 2684 - 2705. https://doi.org/10.1080/09500693.2021.1983922 Mountney, N. P. (2009). Improving student understanding of complex spatial-temporal relationships in Earth Sciences using computer animation and visualization. Planet, 22, 72 - 77. https://doi.org/10.11120/plan.2009.00220072
  • Nind, M. (2005). Inclusive education: discourse and action. British Educational Research Journal, 31, 269-275. https://doi.org/10.1080/0141192052000340251
  • Rex, L. A. (2003). Loss of the Creature: The Obscuring of Inclusivity in Classroom Discourse. Communication Education, 52, 30 - 46. https://doi.org/10.1080/03634520302464
  • Roozafzai, Z. S., & Zaeri, P. (2024 a). Digital dynamics: Exploring the intersection of AI, animation, and personalized learning. i-manager’s Journal of Educational Technology, 21(1), 1-10. https://doi.org/10.26634/jet.21.1.20850
  • Roozafzai, Z. S., & Zaeri, P. (2024 b). From Text to Visual: Analyzing the Influence of Graphic Design on English Language Storytelling. i-manager’s Journal on Humanities & Social Sciences, 4(2), 50-61. https://doi.org/10.26634/jhss.4.2.20847
  • Nygård Larsson, P., & Jakobsson, A. (2019). Meaning-making in science from the perspective of students’ hybrid language use. International Journal of Science and Mathematics Education, 18, 811 - 830. https://doi.org/10.1007/s10763-019-09994-z
  • Richmond, G., & Striley, J. (1996). Making meaning in classrooms: Social processes in small‐group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33, 839-858. https://doi.org/10.1002/(SICI)1098-2736(199610)33:8%3C839::AID-TEA2%3E3.0.CO;2-X
  • Salehi, S., Ballen, C. J., Trujillo, G., & Wieman, C. E. (2021). Inclusive instructional practices: Course design, implementation, and discourse. Frontiers in Education. https://doi.org/10.3389/feduc.2021.602639
  • Salimpour, S., Tytler, R., Eriksson, U., & Fitzgerald, M. (2021). Cosmos visualized: Development of a qualitative framework for analyzing representations in cosmology education. Physical Review Physics Education Research, 17(1), 013104. https://doi.org/10.1103/PHYSREVPHYSEDUCRES.17.013104
  • Strømme, T. A., & Mork, S. M. (2020). Students’ conceptual sense-making of animations and static visualizations of protein synthesis: a sociocultural hypothesis explaining why animations may be beneficial for student learning. Research in Science Education, 51, 1013 - 1038. https://doi.org/10.1007/s11165-020-09920-2
  • Yerrick, R., & Gilbert, A. (2011). Constraining the discourse community: How science discourse perpetuates marginalization of underrepresented students. Journal of Multicultural Discourses, 6, 67 - 91. https://doi.org/10.1080/17447143.2010.510909
  • Zaeri, P., & Roozafzai, Z. S. (2024 a). Identifying as the Protagonist: Presence-inducing gameplay, linguistic elements, and self-perception in first-person narrative games. Global Journal of Design Art and Education, 14(2), 59–79. https://doi.org/10.18844/gjae.v14i2.9393
  • Zaeri, P., & Roozafzai, Z. S. (2024 b). Visual arts as a catalyst for social change: Communicating powerful messages. International Journal of Arts and Humanities, 6(1), 268-274. https://doi.org/10.25082/IJAH.2025.01.001
  • Zaeri, P., & Roozafzai, Z. S. (2024 c). Technology-enhanced art and sustainable discourse practices. International Journal of Culture and Art Studies, 8(2), 109-120. https://doi.org/10.32734/ijcas.v8i2.16654

ENHANCING COMPREHENSION OF EARTH SCIENCE CONCEPTS THROUGH DIGITAL ANIMATION AND INCLUSIVE DISCOURSE

Year 2025, Volume: 14 Issue: 1, 1 - 14, 31.03.2025

Zahra Sadat Roozafzai , Parisa Zaeri

https://doi.org/10.55020/iojpe.1570986

Abstract

Earth science concepts can be challenging for children to grasp due to their abstract nature. This study explores the potential of 3D computer animation as an engaging and effective medium to communicate various earth science processes to young learners. By creating age-appropriate, scientifically accurate visualizations of geological features and phenomena, including tectonic plate movement and volcanic eruptions, this research aims to facilitate a deeper understanding of these concepts. Recognizing the importance of clear communication, the study emphasizes the use of inclusive discourse to accompany the animations, ensuring effective and accessible dissemination of information. This includes adapting the scientific content and terminology to make it more digestible for children and using a narrative style that fosters curiosity and engagement. The findings of this study have important implications for science education, showcasing the potential of 3D animation as a valuable tool for communicating complex scientific concepts to young learners and fostering an early interest in earth science. By adopting an inclusive discourse that bridges the gap between scientific knowledge and children's understanding, we can promote scientific literacy and create a more engaging learning experience.

Keywords

Earth science education 3D animation inclusive discourse scientific comprehension visual learning.

Ethical Statement

All ethical rules were observed at each stage of the research. The author declares that he acted in accordance with ethical rules in all processes of the research. The authors declare that they do not have any conflict of interest with other persons, institutions or organizations.

References

  • Akbar, K. F., Damanik, F. H., Juliana, J., Akib, A., & Wibowo, F. I. (2023). Inclusive education practices: Fostering an accessible learning environment for diverse learners. Global International Journal of Innovative Research. https://doi.org/10.59613/global.v1i3.35
  • Aswad, M., & Wirentake, W. (2023). Creating inclusive language learning environments: addressing the needs of diverse learners. Transformational language literature and technology overview in learning (TRANSTOOL). https://doi.org/10.55047/transtool.v2i3.1360
  • Conrad, D., & Libarkin, J. C. (2021). Using conceptual metaphor theory within the model of educational reconstruction to identify students’ alternative conceptions and improve instruction: A plate tectonics example. Journal of Geoscience Education, 70, 262 - 277. https://doi.org/10.1080/10899995.2021.1983941
  • Dang, S. (2024). Empowering students through inclusive language teaching practices. Lloyd Business Review. https://doi.org/10.56595/lbr.v3i2.34
  • Faerm, S.,and Quinn, K. (2023) Reflective teaching practices and inclusive learning environments, in Derek Jones, Naz Borekci, Violeta Clemente, James Corazzo, Nicole Lotz, Liv Merete Nielsen, Lesley-Ann Noel (eds.), The 7th International Conference for Design Education Researchers, 29 November - 1 December 2023, London, United Kingdom. https://doi.org/10.21606/drslxd.2024.012
  • Franconeri, S. L., Padilla, L. M., Shah, P., Zacks, J. M., & Hullman, J. R. (2021). The science of visual data communication: What works. Psychological Science in the Public Interest, 22, 110 - 161. https://doi.org/10.1177/15291006211051956
  • Gold, S. D., Liepack, S., Scott, M., & Benjamin-Wise, S. (1999). Creating inclusive classrooms. Young Exceptional Children, 2, 2 - 8. https://doi.org/10.1177/109625069900200201
  • Lai, Y., & King, K. A. (2020). Diversity and inclusion in education. The Cambridge Handbook of Discourse Studies. https://doi.org/10.1017/9781108348195.024
  • Lin, L., & Atkinson, R. K. (2011). Using animations and visual cueing to support learning of scientific concepts and processes. Comput. Educ., 56, 650-658. https://doi.org/10.1016/j.compedu.2010.10.007
  • Metzger, E. P. (2024). Reimagining geoscience education for sustainability. Earth Science, Systems and Society. https://doi.org/10.3389/esss.2024.10116
  • McLure, F. I., Won, M., & Treagust, D. F. (2021). What students’ diagrams reveal about their sense-making of plate tectonics in lower secondary science. International Journal of Science Education, 43, 2684 - 2705. https://doi.org/10.1080/09500693.2021.1983922 Mountney, N. P. (2009). Improving student understanding of complex spatial-temporal relationships in Earth Sciences using computer animation and visualization. Planet, 22, 72 - 77. https://doi.org/10.11120/plan.2009.00220072
  • Nind, M. (2005). Inclusive education: discourse and action. British Educational Research Journal, 31, 269-275. https://doi.org/10.1080/0141192052000340251
  • Rex, L. A. (2003). Loss of the Creature: The Obscuring of Inclusivity in Classroom Discourse. Communication Education, 52, 30 - 46. https://doi.org/10.1080/03634520302464
  • Roozafzai, Z. S., & Zaeri, P. (2024 a). Digital dynamics: Exploring the intersection of AI, animation, and personalized learning. i-manager’s Journal of Educational Technology, 21(1), 1-10. https://doi.org/10.26634/jet.21.1.20850
  • Roozafzai, Z. S., & Zaeri, P. (2024 b). From Text to Visual: Analyzing the Influence of Graphic Design on English Language Storytelling. i-manager’s Journal on Humanities & Social Sciences, 4(2), 50-61. https://doi.org/10.26634/jhss.4.2.20847
  • Nygård Larsson, P., & Jakobsson, A. (2019). Meaning-making in science from the perspective of students’ hybrid language use. International Journal of Science and Mathematics Education, 18, 811 - 830. https://doi.org/10.1007/s10763-019-09994-z
  • Richmond, G., & Striley, J. (1996). Making meaning in classrooms: Social processes in small‐group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33, 839-858. https://doi.org/10.1002/(SICI)1098-2736(199610)33:8%3C839::AID-TEA2%3E3.0.CO;2-X
  • Salehi, S., Ballen, C. J., Trujillo, G., & Wieman, C. E. (2021). Inclusive instructional practices: Course design, implementation, and discourse. Frontiers in Education. https://doi.org/10.3389/feduc.2021.602639
  • Salimpour, S., Tytler, R., Eriksson, U., & Fitzgerald, M. (2021). Cosmos visualized: Development of a qualitative framework for analyzing representations in cosmology education. Physical Review Physics Education Research, 17(1), 013104. https://doi.org/10.1103/PHYSREVPHYSEDUCRES.17.013104
  • Strømme, T. A., & Mork, S. M. (2020). Students’ conceptual sense-making of animations and static visualizations of protein synthesis: a sociocultural hypothesis explaining why animations may be beneficial for student learning. Research in Science Education, 51, 1013 - 1038. https://doi.org/10.1007/s11165-020-09920-2
  • Yerrick, R., & Gilbert, A. (2011). Constraining the discourse community: How science discourse perpetuates marginalization of underrepresented students. Journal of Multicultural Discourses, 6, 67 - 91. https://doi.org/10.1080/17447143.2010.510909
  • Zaeri, P., & Roozafzai, Z. S. (2024 a). Identifying as the Protagonist: Presence-inducing gameplay, linguistic elements, and self-perception in first-person narrative games. Global Journal of Design Art and Education, 14(2), 59–79. https://doi.org/10.18844/gjae.v14i2.9393
  • Zaeri, P., & Roozafzai, Z. S. (2024 b). Visual arts as a catalyst for social change: Communicating powerful messages. International Journal of Arts and Humanities, 6(1), 268-274. https://doi.org/10.25082/IJAH.2025.01.001
  • Zaeri, P., & Roozafzai, Z. S. (2024 c). Technology-enhanced art and sustainable discourse practices. International Journal of Culture and Art Studies, 8(2), 109-120. https://doi.org/10.32734/ijcas.v8i2.16654
There are 24 citations in total.

Details

Primary Language English
Subjects Classroom Education, Primary Education
Journal Section Research Articles
Authors

Zahra Sadat Roozafzai 0000-0001-8376-6818

Parisa Zaeri 0009-0001-1622-5963

Publication Date March 31, 2025
Submission Date October 21, 2024
Acceptance Date February 11, 2025
Published in Issue Year 2025 Volume: 14 Issue: 1

Cite

APA Roozafzai, Z. S., & Zaeri, P. (2025). ENHANCING COMPREHENSION OF EARTH SCIENCE CONCEPTS THROUGH DIGITAL ANIMATION AND INCLUSIVE DISCOURSE. International Online Journal of Primary Education, 14(1), 1-14. https://doi.org/10.55020/iojpe.1570986
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