Embedding video technology in enhancing the understanding of the biology concept of breathing: A Brunei perspective

Abstract

This study was carried out in an attempt to investigate the impact of embedding video technology into classroom lessons designed using technological pedagogical content knowledge (TPACK) framework in improving students’ conceptual understanding, focused on the concept of breathing. This study hypothesized that embedding video technology into classroom teaching would assist students in visualizing the dynamic biological processes, while improving students’ conceptual understanding of the biology concept of breathing. This study sought to answer two research questions: (1) What are the students’ misconceptions on breathing? (2) Does the integration of technology in lesson improve students’ understanding of the concept? In this study, participants underwent four cycles of interventions, reflecting on the four knowledge dimensions of the TPACK framework (declarative, procedural, schematic and strategic). Mixed research method was employed in this study. Drawing–writing technique, pre- and post-tests and students’ interviews were used to collect data. The quantitative data derived from the students’ pre- and post-tests scores were analysed using SPSS paired sample t-test, while the qualitative data obtained from the drawing–writing technique and students’ interviews were thematically analysed based on the content. Results of this study indicated that there was a significantly greater improvement in students’ conceptual understanding of the biology concept of breathing after the interventions, thus demonstrating the positive impact of embedding video technology into classroom lessons planned using TPACK framework.

Innovations in Classroom Technology for Students with Disabilities

“…Teachers also need to understand an important final step at helping students to become acclimated with technology and generalize its use to other materials or settings. Related to this, any new technology is best learned when it is embedded within the context of curricular activities, thereby reducing or eliminating the need for training in generalization (Basham, Israel, Graden, Poth, & Winston, 2010; Fan, Salleh, & Laxman, 2018).…”

Knowledge Clip as Innovative Pedagogy: It’s Effectiveness on Student Engagement at Higher Secondary School Level

“…Furthermore, YouTube videos grasped students' attention, engaged them in learning activities, and also motivated low-performing students to show good results. In addition to this, another study conducted by Fan et al (2018) indicated that by using video-based instructions a great improvement in students' Biology conceptual understanding has been observed. It is analyzed from these studies that teachers can carefully inculcate videos in their Biology classes to improve the overall classroom engagement of students.…”

Students’ Knowledge and Attitudes toward Science: Its Correlation on Students’ Disbelief in Non-Scientific Misinformation

“…Even though it belongs to the lower-order thinking skills category, acquiring basic concepts will be a good capital for students to achieve higher-order thinking skills (Tikhonova & Kudinova, 2015;& Pramesti et al, 2022). On the importance of Biology concept acquisition, such competence is still majorly found as one of the primary dependent variables included in most of the education research in some countries (Zion & Klein, 2015;Connell et al, 2016;Fan et al, 2018;Wernecke et al, 2018). Many biology researchers have used varied evaluative instruments to assess students' concept acquisition (Wulandari et al, 2020).…”

“…Apart from how the actual condition is, research on BK and ATS concerning the COVID-19 pandemic cannot be found yet. Research on BK is typically limited to the influence of instructional models (Connell et al, 2016;Ristanto et al, 2020), instructional media (Fan et al, 2018), or its correlation with thinking skills (Amanda et al, 2021). Research on ATS, during the recent decade, has been more focused on studying the influences of genders and grade levels (Lee & Chung, 2014;Zeidan & Jayosi, 2014;Kristiani et al, 2016;Fulmer et al, 2019), or even only on mapping student's ATS categories (Hacieminoglu, 2016;Astalini et al, 2019).…”