Monday, March 28, 2011

Students making science videos gives better learning and clearer understanding of the concepts

Geoff Hilton- Making a video about a scientific experiment rather than writing up a presentation poster leads to better learning and clearer understanding of the concepts underpinning the experiment according to science educators in Australia. Writing in the International Journal of Innovation and Learning, the researchers explain how preparation and rehearsals for video production also helped with learning.

Geoff Hilton of the School of Education, at the University of Queensland in Brisbane asked two groups of year 7 students (one class with 21 students, one with 22) of mixed ability and mixed gender to complete a science investigation. One group was asked to record their findings in a written format to produce a science poster as the final part of the work. The second group was asked to produce a video instead. Hilton found that the completion of these two types of task once the science experiment was completed, elicited from the students a number of different behaviors that influenced their learning,

While many educators the world over are exploring the cutting edge of technology, much work remains to be done to explore how such rapidly developing digital technologies might improve education and so learning. Digital video might enhance learning, particularly by allowing students to capture the active, experimental, and visual nature of science. But, this notion beggars the question as to whether video would improve learning when compared with more conventional approaches. ...

via Video skilled the students so far.

Good to know and I hope kids will make more science videos.

I always thought the phrase was "begs the question" not "beggars the question." Is "beggars the question" an Australian term? It has 95,000 results in a Google search compared to 1,920,000 results for "begs the question". If I was writing this, I would have said this "raises the question".  One person says "beggars the question" is used in the sense that it "makes of the question a beggar by assuming the answer."


Oliver Stieber said...

beggar, to reduce to poverty, the final result of begging, it has been begged.

Given different learning/thinking modes and styles (hang on)

a video + experiment + etc... would encompass a greater range, most people are a mix.
Verbal people need to put everything into language.
Visuals make pictures of things in their heads.
Tactiles need to touch things
Kinesthetics need to manipulate things.
Aurals remember everything they ever heard or read. (sound)

Also more self reflection, which may help with the various forms of self attachment, e.g. ASD, NT, ASPD, Scitzoid.

Scambuster said...

And bores just can't help themselves!

Kevin Cameron said...

I have been working across the curriculum in scotland helping pupils to approach their subjects creatively....and yes it really does get them to engage at a more profound level. It has now become part of the curriculum and far from being a distraction to learning it has fundamentally enhanced the experience! Video, and animation in particular, can (as Oliver points out above) be a synthesis of all the arts and allow for a diverse range of learning styles.

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