Development of the 21st Century Skills through Educational Video Clips

Abstract

This study investigated on how well the students can explain science concepts through movie scene clips as a summative assessment. It focused on the depth of the concepts learned in physics, chemistry, and earth and life science, and to the 21st century skills developed by the students while combining the scene clips and reviewing the concepts observed from the scenes. Ninety seven students from three different schools in Luzon, Philippines during the first semester of school year 2017-2018 were selected to participate: grade 12 students under the Science, Technology, Engineering, and Mathematics strand enrolled in General Physics 1 from Pamantasan ng Lungsod ng Maynila, second year college students enrolled in General Chemistry from Bataan Peninsula State University and grade 11 students under the General Academic Strand enrolled in Earth and Life Science from Isaac Lopez Integrated School in Mandaluyong City. Students grouped in 4-5 members were required to choose a film and clip the scenes which have applications and violations of science concepts observed from the scenes. The outcomes were then presented in class. The result reveals a 3.1 mean in the students’ mastery of the concepts in physics, 3.0 mean in chemistry, and 3.2 in earth and life science, with 4.0 as the basis of an excellent mark. This shows that the mastery of the concepts learned in each subject falls under the proficient category. The study has also found support in the development of the students’ 21st century skills, which are creativity, teamwork, communication, critical thinking, digital competencies, leadership, and planning.

An Investigation of Graduate Students’ Technological Pedagogical and Content Knowledge (TPACK)

“…Thus, education and technology have been used together, and accordingly, education has raised generations that use technology in vital activities properly. Technology integration in education is the basis for this to be successful (Abass, Arowolo, & Igwe, 2021;Flynn-Wilson & Reynolds, 2021;Liao, 2007;McCannon & Crews, 2000;Omiles et al, 2019;Olowo et al, 2020;Pambayun et al, 2019;Perdana, Jumadi, & Rosana, 2019;Wallace-Spurgin, 2018).…”

Prediction of Problematic Internet Usage of University Students by Their Attachment Styles

“…The Internet and technology make significant contributions to human life by enabling people to access information within a short time and communicating with other people quickly. In terms of individuals, these contributions may take the forms of making new friends, entertainment, self-presentation, social support, socialization and intercultural interactions (Akturk & Saka Ozturk, 2019;Alharthi, 2020;Basuhail, 2019;Bixler, 2019;Burch & Mohammed, 2019;Erdener & Kandemir, 2019;Gokbel & Alqurashi, 2018;Kaufman & Kumar, 2018;Olowo et al, 2020;Omiles et al, 2019;Ozkale & Koc, 2020;Pambayun et al, 2019;Peker, 2015;Seage & Türegün, 2020;Serhan, 2019;Syaimar, C.P. & Sutiarso, 2018;Yerdelen, Osmanoglu & Tas, 2019).…”

Analysis and Design of the Web Game on Descriptive Statistics through the ADDIE Model, Data Science and Machine Learning

“…Nowadays, technological applications, web games, online platforms and digital tools have a fundamental role in the teaching-learning process because these technological advances improve the assimilation of knowledge and develop of competences (Omiles et al, 2019;Pereira & Wahi, 2017;Serhan, 2019;Wingo, Ivankova, & Moss, 2017). For example, the use of digital games in English courses improves the academic performance of students (Hung et al, 2018).…”