Literaturnachweis - Detailanzeige
| Autor/inn/en | Jarvinen, Michael Keith; Jarvinen, Lamis Zaher; Sheehan, Danielle N. |
|---|---|
| Titel | Application of Core Science Concepts Using Digital Video: A "Hands-On" Laptop Approach |
| Quelle | In: Journal of College Science Teaching, 41 (2012) 6, S.16-24 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Learner Engagement; Video Technology; Scientific Concepts; Experiential Learning; Social Networks; Internet; Academic Achievement; Laptop Computers; Science Teachers; Liberal Arts; Lecture Method; Science Curriculum; Higher Education; College Science; Scientific Methodology |
| Abstract | Today's undergraduates are highly engaged in a variety of social media outlets. Given their comfort with technology, we wondered if we could use this phenomenon to teach science-related material. We asked students to use freeware to make a short video with text, images, and music as a way to explain scientific concepts that are traditionally difficult for them to apply. Students demonstrated proficiency with the new technology, despite limited prior experiences. The process of making a video seemed very personal and meaningful to them as many used life experiences to demonstrate the concepts. They engaged in science conversation with friends outside of the classroom and wanted their videos utilized in future classes as a teaching tool. Our data underscore the impact social media has on student engagement and learning of scientific concepts that goes beyond the traditional means of writing or reporting. This article describes our approach, its impact on student learning, and its applicability for teaching a variety of scientific concepts. (Contains 2 tables and 6 figures.) (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 | 2017/4/10 |
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