The Effect of an Instructional Intervention Based on the Use of Video-Worked Examples to Promote Elementary Students’ Science Process Skills

Abstract

Several reforms in national and international curricula have been implemented to introduce inquiry-based activities to promote different science process skills. Science skills require high cognitive effort for students and, thus, they need supports to develop them in an inquiry process. Among these supports, video-worked examples demonstrate how to perform these skills and provide students with a scheme for an inquiry activity. Recently, video-examples has been explored in primary and secondary education with promising results. However, to gain a broader perspective on their effectiveness, this article aims to evaluate the consistent improvement of each science skill from a comparison with a control group carrying out two consecutive classroom interventions. This research included 44 students in fifth and sixth grades and a quasi-experimental research design with a quantitative method has been applied. In the experimental group, video examples had a positive influence on the participants’ inquiry behavior. For most of the science skills, students showed a consistent improvement in both the first and second inquiries supported by these videos. However, the control group showed less predictable outcomes, as some skills improved only during the first or the second intervention, but not throughout the whole study.

Video as an Educational Tool for Teaching and Learning for Primary School Students: A Research Approach by Greek Teachers

“…Then, a very high percentage of teachers (80%) reported that it mobilizes the attention, interest of students, an advantage that is reported in several studies (Berk et al, 2009;Koumi, 2006Koumi, , 2014Koumi, , 2015Koumi, , 2019Papadimitriou, 2014;Papadimitriou et al, 2020;Papadimitriou & Sofos, 2021;Sofos & Yasiranis, 2022). A high priority of statements (about 73% of respondents) was also reported to be the possibility to choose to pause and restart at any point and at any time, which is also found in several studies (Cattaneo et al, 2022;Cattaneo et al, 2019;Kant et al, 2017;Koum, 2015;Papadimitriou et al, 2020;Papadimitriou, 2014;Papadimitriou & Sofos, 2021;Pattier, 2021a;Sofos & Yasiranis, 2022;Solé -Llussà et al, 2022). More than half of the teachers reported skill development as an advantage.…”

“…5) Can highlight distant concepts (such as space) and lengthen it (such as the collision of two cars) or slow down time, such as the growth of a flower, etc. (Cattaneo et al, 2022;Cattaneo et al, 2019;Kant et al, 2017;Koum, 2015;Papadimitriou, 2014;Papadimitriou et al, 2020;Papadimitriou & Sofos, 2021;Pattier, 2021a;Sofos & Yasiranis, 2022;Solé-Llussà et al, 2022). 6) Gives a sense of immediacy and highlights the most important points of a topic in a short period of time (Harsasi, 2015).…”

“…Continuous technological development allows video to be more accessible, faster, and easily transferable from platform to platform and device to device. In today's school, ICT offers the possibility of viewing, storing, integrating into learning environments, interacting, and even creating videos in the classroom, actively engaging students in collaborative learning activities Solé -Llussà et al, 2022).…”

“…Educational videos are a form of asynchronous audiovisual formats that seek to transfer and present educational content in an appropriately didactically transformed and pedagogically documented way (Sofos, 2019). More specifically, video is a rich, powerful and dynamic educational medium -it contains text and sound and in some cases can have dynamic or moving images (Bates, 2019)-for the narration, presentation, visualization and representation of educational information, but also to support teaching and learning processes (Bates, 2019;Laaser & Toloza, 2017;Papadimitriou, 2014) since it can present information in an attractive and consistent way (Harsasi, 2015;Kokić & Rukavina, 2017;Koumi, 2006Koumi, , 2014Papadela et al, 2019;Sever et al, 2013;Solé -Llussà et al, 2022;Zhang et al, 2006).…”

“…As an extension of this problematic, constant technological developments make educational video the focus of research, both in terms of the technological dimension and the methodology for its educational use (Koumi, 2006(Koumi, , 2014Rousaki & Sofos, 2022;Solé-Llussà et al, 2019;Solé-Llussà et al, 2022;Yousef et al, 2014). In this context, the aim of this study is to explore the views of active Greek teachers in primary schools on the benefits (potentials/advantages), barriers (limitations/disadvantages) and selection criteria regarding the use of video as an educational tool in teaching and learning for primary school students.…”