Chemistry Laboratory Videos: Perspectives on Design, Production, and Student Usage

7th International Virtual Conference on Educational Research and Innovation

“…Esto supone un incremento del 330% respecto al mismo periodo en el curso pasado, en el que se registraron 3300 visualizaciones para estos vídeos. Teniendo en cuenta que esta asignatura la cursan anualmente unos 140 estudiantes del Grado en Química, queda evidenciada la transversalidad y el elevado impacto del contenido multimedia generado, ya que muchos de estos vídeos se reutilizan en otras prácticas de grados que cursan asignaturas prácticas en el Laboratorio de Química General de la Facultat de Química (Canal, 2016;Stieff, 2018;Zipse, 2020).…”

Video-Supported Case Study for Course Review in Quantitative Instrumental Element Analysis

“…Moreover, during the COVID-19 pandemic, much education was carried out via videoconferences or recorded lessons and experiments. This, in turn, gave more attention to videos in education. − Videos have now become so widespread that they will likely be considered and used more continuously during planning and in support for courses. Even if videos do not provide and should not replace hands-on experience, they can simulate imagination and processes more tangibly than those in a lecture hall or classroom.…”

Tracking down chemical phenomena with the usage of mobile phone slow-motion videos

“…However, this tempting supply of material should never replace students' autonomous experimentation because otherwise they will be deprived of the sensual experience of conducting an experiment as well as of the opportunity to train their fine motor skills and scientific methods (Hofstein, 2015). However, (homemade) videos and images of experiments can serve as supplemental support for the documentation of pivotal experimental observations and might also be consulted for an additional analysis of the experiment in another lesson (Canal et al, 2016). Modern digital cameras and even smartphones facilitate the easy recording of experiments by students (Benedict & Pence, 2012).…”