Can Video Experiments Be as Effective as Hands-On Experiments for Conceptual Learning?

Autor/inn/en	Vigeant, Margot; Golightly, Amy
Titel	Can Video Experiments Be as Effective as Hands-On Experiments for Conceptual Learning?
Quelle	In: Chemical Engineering Education, 56 (2022) 1, S.15-21 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-2479
Schlagwörter	Undergraduate Students; College Science; Chemical Engineering; Majors (Students); Thermodynamics; Distance Education; Hands on Science; Laboratory Experiments; Video Technology; Technology Uses in Education; Science Achievement; Achievement Gains; Science Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Chemisches Prüfverfahren; Thermodynamik; Distance study; Distance learning; Fernunterricht; Laboratory work; Laborarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement gain; Leistungssteigerung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg
Abstract	In 2019 and 2020, third-year chemical engineering majors completed a concept inventory at the beginning and end of the semester in their thermodynamics course. Midway through spring semester of 2020, the course switched to emergency remote instruction, replacing hands-on inquiry-based laboratory activities (IBLAs) with short videos. Analysis of learning gains on the concept inventory demonstrated that while both groups made significant gains in their learning, the 2019 cohort showed larger gains than the 2020 cohort. (As Provided).
Anmerkungen	Chemical Engineering Education, Chemical Engineering Division of ASEE. 675 Wolf Ledges Parkway Suite 2459, Akron, OH 44309. Tel: 352-682-2622; e-mail: cee@che.ufl.edu; Web site: https://journals.flvc.org/cee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01