Teaching and Learning Physics with Interactive Video

Abstract

Using computer-mnnolled digital 'n IM1 the ~~~r c~~~~g i~~ &mme Bwner ameluded a discumion of innovative teaching mat&&& of tbe late video, studsnts con view and i98~)a 'by saying, m e i n t e m t of ~audi-ud] analyze the physics of events, as re But while film and videotape can in principle bring some of the knowledge and eqerienw of outatanding teachers into any elassmom, tbeg have amajw timitation. The control exercised by the elasmorn teacher or the student is limited to txmba the film on or off. Once the lilm or videotape is turned on, the flow of information is controlled by the film production team. Thus one of the I mosb i q a b n t capabilitiw of the experienced teaaherthe abili$y to respond immediately and appropriately to the nee& ofthe s t d e n b i s not available in these media Dean Zollman is a professor of physics at Kansas Stare Interactive video gives teachers a varietg of University, in Manhattan, Kansas. Robes Fuller is a professor a~d i o v i d materials and techniques that they can conof physics at the Untversity of Nebraska, Lincbln. tsol Should teaohem wish, they can pass that control to the students and 80 enable them to answer their own inquiries a t a pace that is comfortable for them. In many ways interactive video makes physics teachers a part of the media production and instructional design team even though they never visit a television studio. What is interactive video?In a generic sense interackive video is any video in which the user User more than minimal o n 4 contmI over what apon the video screen, including: b random access, which allows the user to select and display a segment or an individd frame (pietux4 -with minimal search time A2 PHYSI CS TODAY APRIL 1Wd nteracrive video makes possible fhe ddetlled study of &life events such as the motion of a pele-vaulter (a), the notien of a dummy during an auto crash (bi and the :olhapse of the Tacoma Narrows Bridge (c). Figure 1 b stiU frame, which allom any frame to be clearly &played for as long as the user wishes to view it b step firsme, which enables the user to display the next or previous Frame b slow play, which lets the user play the video at any We have been exploz'ing the use of intemtive videa in physics teaching since 1978. The approaches we have developed range from simple motivation of the study of a topic to detailed analysis of complex real-world events using mathematical and vjaual models.

Synthesis of discipline-based education research in physics

“…Another computer-based tool that has been integrated into instruction is video analysis software [231,315]. 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].…”

Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

“…Active Learning Problem Sheets [4,5] Activity-Based Physics Tutorials [6] Context-Rich Problems [7] Cooperative Group Problem Solving [8,9] Experiment Problems [10] Interactive Lecture Demonstrations [11] Investigative Science Learning Environment [5,12] Just-In-Time Teaching [13] Modeling Physics [14,15] Open Source Physics [16] Open Source Tutorials [17] Overview, Case Study Physics [18] Peer Instruction [19,20] Physlets [21,22] Ranking Tasks [23] Real Time Physics/Tools for Scientific Thinking Labs [24] Scale-Up, Studio Physics [25][26][27] Socratic Dialog Inducing labs [28] Thinking Problems [29] TIPERS [23,30,31] Tutorials in Introductory Physics [32] Video-Based Labs [33,34] Workbook for Introductory Physics [35] Workshop Physics [36,37] RBIS of Peer Instruction [19,20,39,52,53]. Peer Instruction was developed by Mazur for use in his large lecture introductory physics courses at Harvard University.…”

Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics

“…Holzman (2004) in Daniel and David (2011) stated that thinking maps allow students to express their thoughts and ideas non-linguistically and instructors actually see the graphic representation of students' thought process. According to Zollman & Robert (2008), learners can only think critically about contents of subject matter to be learnt if they understand the basic terms to be learnt and the relationship between associated concepts. In this wise, learning a particular subject matter becomes a mental building process.…”