Geoscience Videos and Their Role in Supporting Student Learning

Autor/inn/en	Wiggen, Jennifer; McDonnell, David
Titel	Geoscience Videos and Their Role in Supporting Student Learning
Quelle	In: Journal of College Science Teaching, 46 (2017) 6, S.44-49 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Earth Science; Video Technology; Homework; Teaching Methods; Introductory Courses; Geology; College Students; Handheld Devices; Technology Uses in Education; Educational Technology; Textbooks; Comparative Analysis; Knowledge Level; Comprehension; Self Esteem; Interviews; Student Attitudes; Pretesting; Observation; North Carolina + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Historische Geologie; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Textbook; Text book; Schulbuch; Lehrbuch; Wissensbasis; Verstehen; Verständnis; Self-esteem; Selbstaufmerksamkeit; Interviewing; Interviewtechnik; Schülerverhalten; Vortest; Beobachtung
Abstract	A series of short (5 to 7 minutes long) geoscience videos were created to support student learning in a flipped class setting for an introductory geology class at North Carolina State University. Videos were made using a stylus, tablet, microphone, and video editing software. Essentially, we narrate a slide, sketch a diagram, or explain a figure while describing the concept illustrated on the tablet. This study sought to compare student learning about key concepts from video with equivalent textbook reading assignments. Students were given a video or text-based resource followed by a series of assessments featuring knowledge and comprehension questions. Students who reviewed the videos showed greater learning gains and had higher confidence in their learning than students who had completed equivalent textbook reading assignments. Further, we report student interview responses that may help explain why students are likely to seek out and use video resources to supplement their learning. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01