An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes

Escalada, Lawrence T.; Zollman, Dean

doi:10.1002/(sici)1098-2736(199705)34:5<467::aid-tea4>3.0.co;2-o

Cited by 68 publications

(32 citation statements)

References 50 publications

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“…Students who had opportunities to collect and analyze data resulting from the motion of objects in videos performed better on interpreting kinematics graphs; a teacher demonstration alone was not sufficient for producing significant results [231]. The software was also perceived as useful by students and improved students' comfort with using computers [316].…”

Section: Laboratory Methodsmentioning

confidence: 99%

Synthesis of discipline-based education research in physics

Docktor

Mestre

2014

Phys. Rev. ST Phys. Educ. Res.

398

320

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This paper presents a comprehensive synthesis of physics education research at the undergraduate level. It is based on work originally commissioned by the National Academies. Six topical areas are covered: (1) conceptual understanding, (2) problem solving, (3) curriculum and instruction, (4) assessment, (5) cognitive psychology, and (6) attitudes and beliefs about teaching and learning. Each topical section includes sample research questions, theoretical frameworks, common research methodologies, a summary of key findings, strengths and limitations of the research, and areas for future study. Supplemental material proposes promising future directions in physics education research.

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Section: Laboratory Methodsmentioning

confidence: 99%

Synthesis of discipline-based education research in physics

Docktor

Mestre

2014

Phys. Rev. ST Phys. Educ. Res.

398

320

View full text Add to dashboard Cite

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“…Studies on the use of video in distance education Bell, Cockburn, McKenzie, & Vargo, 2001;Üçkardeş, Şahin, Efe & Küçükönder, 2004;Savaş & Arıcı, 2009. Studies on interactive video applications Bell, Cockburn, McKenzie, & Vargo, 2001;Bennet & Maniar, 2007;Brotherton & Abowd, 2004;Chiu, Lee, & Yang, 2006;Day & Foley, 2006;Escalada, Grabhorn, & Zollman, 1996;Escalada & Zollman, 1997;Şimşek, 1993;Zupancic & Horz 2002. Studies on teaching materials developed with the use of multimedia (the use of at least two of the mediums of graphics, animation, sound and music, video) Kert & Tekdal, 2008;Klee & Bayrhuber 2002;Numanoğlu, 1992;Numanoğlu, 1993;Özdener, 2005;Taşçı & Soran, 2008;Yaman, 2005. These studies, which were developed to enrich the environment of teaching information and communication technologies, increase student motivation, and in connection with this, enhance academic achievement.…”

Section: Research Themes Referencementioning

confidence: 99%

The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

Sever¹,

Oguz-Unver

Yürümezoğlu

2013

AJET

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This study was conducted in the light of the philosophical framework of inquiry-based science education. The research involved the presentation of experiments on basic science concepts that have been tested for validity through inquiry-based processes. The experiments were formulated firstly to determine what differences there would be in student academic achievement and in their attitudes toward the school subject of Science and Technology when the experiments were introduced by demonstration or in a video. Another purpose of the study was to create technology-supported teaching materials to enrich the learning environment. The participants in the research were second-year preservice teachers (N=149) who were students in classroom teaching. The study was of a quasi-experimental design and made use of a pretest, post-test and permanency test with a control group. The results then being merged with the observation notes of the researchers. The study set forth the strong and weak aspects of both teaching strategies and concluded that using both methods to complement each other would be effective in teaching and would also constitute an alternative to the teaching materials and strategies used in schools with scarce resources. IntroductionCell phones, computers, televisions and other devices are an inseparable part of our daily lives. Individuals are overpowered by all of these devices on a daily basis but still demand the right to benefit from technology in their formal educational processes as well. As a result, technology has inevitably entered the teaching environment. The most important prerequisites for living in today's information society are critical thinking and inquiry skills, the capability to access reliable information, and the capacity to use these assets in ordinary problem-solving and decision-making processes. The integrated structure and complexities of knowledge and technology bring inquiry into the forefront of information access processes and the teaching environment. Inquiry-based science education is a teaching strategy that is in harmony with constructivist learning theory and as such, is a practice that ensures students' interaction with surrounding objects and phenomena, and allows them the opportunity to benefit from technology. It is only when technology-supported teaching strategies are reinforced with inquiry-based science education that a more solid and meaningful integration of the individual's daily life and the learning experience in a teaching atmosphere can be achieved. Developing teaching materials by using videos in the teaching environmentWith the start of World War II, the use of audio-visual equipment for educational purposes declined while the practice of relying on this equipment showed an increase in the military and in industry (Reiser, Tabak, Sandoval, Smith, Steinmuller, & Leone, 2001). When the U.S. began to use audio-visual apparatus to its advantage during the war, this equipment caught the attention of educators in classrooms and also stimulated interest in resear...

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“…However, they fail to depict the dynamic nature of many chemical and physical processes (for example, phases of matter and phase transitions). Positive effects using animations were reported by Zeidler and McIntosh (cited by Williamson and Abraham, 1995), when coupled with conceptual change strategies, by Williamson and Abrahm (1995), who analysed the effects of computer animations on the mental models of college Chemistry students, and by Escalada and Zollman (1977), who investigated the effects of interactive digital video in a Physics classroom.…”

Section: Virtual Environmentsmentioning

confidence: 99%

Science learning in virtual environments: a descriptive study

Trindade

Fiolhais

Almeida

2002

Brit J Educational Tech

152

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Usually, students learn more if the method of instruction matches their learning style. Since Physics and Chemistry deal with three-dimensional (3-D) objects, the ability to visualize and mentally manipulate shapes is very helpful in their learning. In fact, much of what Physics and Chemistry students know takes the form of images. However, little attention has been given to the pedagogical effectiveness of visual stimuli in those disciplines. Computers are being increasingly used as teaching tools. The new approaches include simulations, multimedia presentations and, more recently, virtual environments. Computer-based worlds are useful to visualize physical and chemical processes allowing for better conceptual understanding. Since 3-D virtual environments need to be explored and evaluated in science education, we have created a virtual environment (Virtual Water) for studying phases of matter, phase transitions and atomic orbitals at the final year of high school and first year of university levels. Based on that work, we discuss the implications of visual learning in designing strategies to cater for differences in learning modes. Our study indicates that 3-D virtual environments may help students with high spatial aptitude to acquire better conceptual understandings. However, only some parameters (interactivity, navigation and 3-D perception) have shown to be relevant and only for some topics. On the other hand, stereoscopic visualizations do not seem to be relevant, with the exception of crystalline structures.

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An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes

Cited by 68 publications

References 50 publications

Synthesis of discipline-based education research in physics

Synthesis of discipline-based education research in physics

The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

Science learning in virtual environments: a descriptive study

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