The use of video essays and podcasts to enhance creativity and critical thinking in engineering

Caratozzolo, Patricia; Lara-Prieto, Vianney; Hosseini, Samira; Membrillo-Hernández, Jorge

doi:10.1007/s12008-022-00952-8

Cited by 11 publications

(9 citation statements)

References 62 publications

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“…Experts 'E1' and 'E6' made another suggestion for the Video Content component, pointing out the requirement for supporting materials, like pictures of pupils completing a task, as proof for the subcomponent of problem-solving. Such a suggestion is in line with the claims made in a number of research on video-based teaching and learning (Caratozzolo et al, 2022;Malisius, 2018;Morgan, 2013;Namin et al, 2021) Expert 'E5' suggested that one of the subcomponents should be video quality, but the other experts disagreed, arguing that the assessment does not specifically focus on video quality. They also asserted that using expensive technology to produce a high-quality video would be out of reach for most students.…”

Section: Discussionsupporting

confidence: 56%

The Development of a Guideline in Assessing Students’ Creation Video-Based Project in Programming SubjectThe Development of a Guideline in Assessing Students’ Creation Video-Based Project in Programming Subject

Hamid

Hashim²,

Khan³

et al. 2022

IJLTER

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Currently, many video-based assessments of students’ practical and clinical works in several subjects, especially in the medical field, have been widely studied. However, studies that focus on such assessments of student learning of programming subject are seriously lacking. To make matters worse, there are no guidelines for teachers to implement such an assessment. Premised in this context, this research was conducted to develop a guideline for assessing students’ video-based creation in programming subject. This study was based on a qualitative methodology comprising two phases. In the first phase, a structured interview involving ten computer science (ASK) teachers, who were randomly selected from a Malaysian public school, was carried out to help determine the essential components and subcomponents of the guideline. The results of the first phase were reviewed and refined during the second phase, which involved a focus-group discussion with seven experts from four relevant fields: computer science, information technology education and assessment, educational technology, and assessment, and multimedia. The five previously identified components were validated based on their expert judgement, and a number of new subcomponents were also identified, bringing the total number of subcomponents for the proposed implementation guideline up to 21. In practical terms, programming teachers can utilise this new guideline to evaluate their students' learning performance in programming subject based on their video creations in programming classes.

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Section: Discussionsupporting

confidence: 56%

The Development of a Guideline in Assessing Students’ Creation Video-Based Project in Programming SubjectThe Development of a Guideline in Assessing Students’ Creation Video-Based Project in Programming Subject

Hamid

Hashim²,

Khan³

et al. 2022

IJLTER

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show abstract

“…It is well-documented that active learning is a highly positive teaching alternative for students' learning and skill development in STEM areas [9,10]. The use of strategies that promote this approach is based on peer interaction, collaborative learning, collective and individual reflection, constructive discussion, feedback, and critical thinking [11][12][13]. These strategies serve as frameworks to enhance students learning in traditionally challenging disciplines, such as physics and mathematics [14][15][16][17][18][19].…”

Section: Framework 21 Active Learning and Stem Educationmentioning

confidence: 99%

Integration of Physics and Mathematics in STEM Education: Use of Modeling

Dominguez,

De la Garza,

Quezada-Espinoza

et al. 2023

Education Sciences

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Within STEM (Science, Technology, Engineering, and Mathematics) education, integrating real-world problem scenarios is paramount. Within interdisciplinary education, modeling is an approach to fostering student learning and skill development in a student-centered learning environment. This study focuses on an integrated physics and mathematics course in STEM education based on modeling for first-year engineering students. The main objectives of this study are to analyze students’ models, assess the effectiveness of the pedagogical approach, and evaluate the benefits of integrative education. This study uses a Model-Application Activity as a closure for the quadratic model and extends the models built to a two-dimensional motion situation. The core activity involves a real-world experiment where students attempt to roll a ball down a ramp into a cup. While most groups successfully constructed theoretical models, only a few hit the target, highlighting the complexities of applying theoretical knowledge to real-world scenarios. The study also emphasizes the seamless integration of physics and mathematics, enriching the learning experience and making the models more robust and versatile. Despite the promising results, the study identifies a gap between theoretical understanding and practical application, suggesting the need for more hands-on activities in the curriculum. In conclusion, this study underlines the value of integrating physics and mathematics through modeling and a student-centered approach, setting the stage for future research to enhance the effectiveness of STEM education.

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“…Although it has its drawbacks, it can be an effective tool for teaching, research, and popularizing science. Understanding and researching clip thinking can help us better understand how people perceive and process information and help us create more effective ways to communicate and learn in the future (Caratozzolo et al, 2022).…”

Section: Application Of Clip Thinking In Education and Sciencementioning

confidence: 99%

Analyzing the role of clip thinking in the context of digitalization of the educational environment of the future

2023

FeD

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The article is devoted to the study of the use of clip-thinking technology in the educational process. The author analyzes the features of this method and offers recommendations for its effective use. In particular, the author emphasizes the importance of taking into account the age characteristics of students when using video materials, combining clip thinking with other teaching methods and tools, as well as the need to constantly update and maintain the library of video materials. Therefore, the purpose of the article is to study the impact of clip thinking on the educational process in the digital environment of the future. The paper uses general scientific and special scientific research methods, adheres to the principles of objectivity, scientificity, specificity, and systematicity. The results discuss important issues such as the choice of video materials and their relevance to the curriculum and the age characteristics of students. The author emphasizes that teachers and methodologists should be ready to use the technology of clip thinking and know its features and benefits. The results of the study showed that the use of clip thinking is an effective method of organizing the educational process. The conclusions note that clip thinking contributes to the development of critical thinking and creative abilities of students, increases their motivation to learn, and helps them to learn new material. However, the author also points out the disadvantages of this method, in particular, the possibility of distracting students and reducing their concentration on the material. All the conclusions drawn in the article can be useful for teachers and methodologists working to improve the educational process and introduce the latest technologies into educational practice.

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The use of video essays and podcasts to enhance creativity and critical thinking in engineering

Cited by 11 publications

References 62 publications

The Development of a Guideline in Assessing Students’ Creation Video-Based Project in Programming SubjectThe Development of a Guideline in Assessing Students’ Creation Video-Based Project in Programming Subject

The Development of a Guideline in Assessing Students’ Creation Video-Based Project in Programming SubjectThe Development of a Guideline in Assessing Students’ Creation Video-Based Project in Programming Subject

Integration of Physics and Mathematics in STEM Education: Use of Modeling

Analyzing the role of clip thinking in the context of digitalization of the educational environment of the future

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