Learning Pathways, Learning Progression – the Process Matters: an Interview with Prof. Hans Niedderer about his Work as a Physics Education Researcher in Germany

Explaining skills are among the most important skills educators possess. Those skills have also been researched in recent years. During the same period, another medium has additionally emerged and become a popular source of information for learners: online explanatory videos, chiefly from the online video sharing website YouTube. Their content and explaining quality remain to this day mostly unmonitored, as well is their educational impact in formal contexts such as schools or universities. In this study, a framework for explaining quality, which has emerged from surveying explaining skills in expert-novice face-to-face dialogues, was used to explore the explaining quality of such videos (36 YouTube explanatory videos on Kepler’s laws and 15 videos on Newton’s third law). The framework consists of 45 categories derived from physics education research that deal with explanation techniques. YouTube provides its own ‘quality measures’ based on surface features including ‘likes’, views, and comments for each video. The question is whether or not these measures provide valid information for educators and students if they have to decide which video to use. We compared the explaining quality with those measures. Our results suggest that there is a correlation between explaining quality and only one of these measures: the number of content-related comments.

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Description intermediate conception in learning Physics

Wardana

Liliasari

Tjiang

et al. 2021

J. Phys.: Conf. Ser.

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Some previous research have showed that Physics concept has abstract characteristic, difficult, and complex. This characteristic causes the students to have knowledge, understanding, and various conceptions. Students’ various conceptions in Physics learning causes the emergence of discrepancy between alternative and scientific conception called as Intermediate conception. This research aims to description of intermediate conception in learning Physics. This research was qualitative research with literature review design. Data collection was conducted by collecting some literatures either articles or books related to intermediate conception. Data analysis was done by conducting analysis and articles and books synthesis and then drew a conclusion. The research results show that intermediate conception can be described as the conception between alternative conception and scientific conception which represent the pieces of ideas or concepts that have lead to science. Intermediate conception can be categorized into; naive physics, phenomenological intermediate primitives, lateral intermediate conception, and ontological intermediate conception.

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Learning Pathways, Learning Progression – the Process Matters: an Interview with Prof. Hans Niedderer about his Work as a Physics Education Researcher in Germany

Cited by 5 publications

References 2 publications

Impact of Secondary Students’ Content Knowledge on Their Communication Skills in Science

Impact of Secondary Students’ Content Knowledge on Their Communication Skills in Science

Exploring the explaining quality of physics online explanatory videos

Description intermediate conception in learning Physics

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