Abstract
The purpose of this study is to investigate the effects of animation teaching materials by transformative assessments. We have developed an animation teaching material based on scientific particle models, and used it in practicing “neutralization reaction”. The results of the research suggest the following: (1) Animation materials make students promote the formation of a scientific mental model. However, the first mental model, which is dependent on the context, cannot be used immediately for students’ reasoning; (2) To facilitate students’ reflection of conception, it is necessary to notice the difference between the science model of animation materials and the student’s drawing model.
