Examining the Use of Worked Example Video Podcasts in Middle School Mathematics Classrooms: A Formative Analysis / Étude sur l'utilisation de podcasts d’exemples pratiques dans des classes de mathématiques à l'école secondaire de premier cycle

Kay, Robin; Edwards, J. Michele

doi:10.21432/t2pk5z

Cited by 8 publications

(3 citation statements)

References 37 publications

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“…Concretely, students praise simulations for providing them with vivid feedback about their own learning, which is particularly important in the homework context, where the teacher is absent (Ronen & Eliahu, 1999). Generally, students like to have an active role and to control the pace of their learning (Fouts & Myers, 1992;Kay & Edwards, 2012;Maltese & Thai, 2011). Unlike in the SB approach, in the VB approach the students did not have the opportunity to interact on their own with the simulation.…”

Section: Discussionmentioning

confidence: 99%

Simulation-Based and Video-Based Approaches to Diversifying Physics Homework

Simić,

Mešić,

Đapo

et al. 2023

JBSE

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Physics homework often boils down to solving end-of-chapter quantitative problems. For targeting different learning goals of physics education, different types of homework are needed. The aim of this research was to compare the effectiveness of simulation-based, video-based, and paper-and-pencil homework in developing an understanding about Newton’s laws and forming positive attitudes towards physics homework. 150 first-year students from the Faculty of Chemical Engineering and Technology at the University of Zagreb (Croatia) were randomly assigned to one of the three above-mentioned homework approaches. After, students had lectures and seminars on Newton’s laws, they were administered a pre-test. In the next three weeks, the students completed three homework assignments on Newton’s laws, after which they completed a post-test. For students from all three homework approaches a substantial improvement in conceptual understanding has been observed. Although the three approaches proved to be equally effective when it comes to developing understanding, the simulation-based approach was found to be superior when it comes to developing positive attitudes towards physics homework. If one controls for target knowledge, the modality of the homework assignment does not affect cognitive outcomes, but it does affect students’ attitudes towards homework. Keywords: conceptual understanding, experimental study, simulation-based homework, video-based homework

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Section: Discussionmentioning

confidence: 99%

Simulation-Based and Video-Based Approaches to Diversifying Physics Homework

Simić,

Mešić,

Đapo

et al. 2023

JBSE

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“…Another study (Kay and Edwards, 2012) presented WE as video podcasts. Here, the advantages of WE regarding self-determined learning in terms of learning location, learning time, and learning speed were shown.…”

Section: Presentation Of Worked Examplesmentioning

confidence: 99%

Learning scientific observation with worked examples in a digital learning environment

Lechner,

Moser,

Pander

et al. 2024

Front. Educ.

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Science education often aims to increase learners’ acquisition of fundamental principles, such as learning the basic steps of scientific methods. Worked examples (WE) have proven particularly useful for supporting the development of such cognitive schemas and successive actions in order to avoid using up more cognitive resources than are necessary. Therefore, we investigated the extent to which heuristic WE are beneficial for supporting the acquisition of a basic scientific methodological skill—conducting scientific observation. The current study has a one-factorial, quasi-experimental, comparative research design and was conducted as a field experiment. Sixty two students of a German University learned about scientific observation steps during a course on applying a fluvial audit, in which several sections of a river were classified based on specific morphological characteristics. In the two experimental groups scientific observation was supported either via faded WE or via non-faded WE both presented as short videos. The control group did not receive support via WE. We assessed factual and applied knowledge acquisition regarding scientific observation, motivational aspects and cognitive load. The results suggest that WE promoted knowledge application: Learners from both experimental groups were able to perform the individual steps of scientific observation more accurately. Fading of WE did not show any additional advantage compared to the non-faded version in this regard. Furthermore, the descriptive results reveal higher motivation and reduced extraneous cognitive load within the experimental groups, but none of these differences were statistically significant. Our findings add to existing evidence that WE may be useful to establish scientific competences.

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“…Interventionsstudien haben gezeigt, dass gut gestaltete Erklärvideos über unterschiedliche Fächer hinweg für viele Wissensarten ein wirksames Lernangebot bilden können: für prozedural-motorische Fähigkeiten, deklaratives Wissen und konzeptuelles Verständnis (Kant, Scheiter & Oschatz, 2017;. Lernwirksamkeit lässt sich auch für den Aufbau von prozeduralen mathematischen Fähigkeiten und konzeptuellem Mathematikverständnis bescheinigen (Kay & Edwards, 2012;Lloyd & Robertson, 2012). Allerdings hängt die Wirksamkeit der Erklärvideos maßgeblich von ihrer mediendidaktischen Ausgestaltung (Findeisen, Horn & Seifried, 2019), der didaktischen Qualität sowie ihrer Einbettung in den Lernprozess (Kant et al, 2017) ab.…”

Section: Zielgruppe: Förderschwerpunkt Spracheunclassified

Digitaler Mathematikunterricht in Forschung und Praxis. Tagungsband zur Vernetzungstagung 2022 in Siegen

2023

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Die digitale Transformation im Bildungsbereich bietet vielfältige Potenziale für das Lehren und Lernen im Unterricht und stellt alle beteiligten Akteure dabei auch vor große Hürden. Für den Mathematikunterricht ergeben sich viele fachspezifische Chancen und Herausforderungen, die auf der Vernetzungstagung 2023 zum Thema „Mathematikunterricht mit digitalen Medien und Werkzeugen in Schule und Forschung“ in Siegen diskutiert wurden. Hierzu kamen Mathematikdidaktiker*innen, Lehrer*innen, Schüler*innen, Akteure der Schulpolitik sowie Eltern zusammen und haben sich über konkrete Ideen und spannende übergeordnete Fragestellungen ausgetauscht. Der vorliegende Tagungsband stellt wesentliche Ergebnisse der Vorträge, Workshops, Postervorstellungen und Diskussionsrunden vor. Die Vielfalt der Beiträge zeigt, dass das Thema Digitalisierung im Mathematikunterricht ein sehr aktives Forschungsfeld in Deutschland ist. Die verschiedenen Beiträge reichen von konkreten Unterrichtsideen über theoretische Beiträge bis hin zu empirischen Forschungsarbeiten. Ebenso lässt sich eine große Anzahl von unterschiedlichen Medienarten identifizieren, die in den Beiträgen betrachtet werden (z.B. 3D-Drucker, Lernvideos, Audio-Podcasts, Apps). In seiner Gesamtheit bildet der Tagungsband somit eine hervorragende Basis für die weitere Entwicklung des Themas.

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Examining the Use of Worked Example Video Podcasts in Middle School Mathematics Classrooms: A Formative Analysis / Étude sur l'utilisation de podcasts d’exemples pratiques dans des classes de mathématiques à l'école secondaire de premier cycle

Cited by 8 publications

References 37 publications

Simulation-Based and Video-Based Approaches to Diversifying Physics Homework

Simulation-Based and Video-Based Approaches to Diversifying Physics Homework

Learning scientific observation with worked examples in a digital learning environment

Digitaler Mathematikunterricht in Forschung und Praxis. Tagungsband zur Vernetzungstagung 2022 in Siegen

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