Engaging physics teacher-candidates in the production of science demonstration videos

Abstract

This paper describes how future physics teachers' involvement in annual Family Math and Science Day-a public outreach event at the University of British Columbia, Canada-has a potential to transform them as physics demonstration experts and amateur video producers. These science demonstration videos serve as teaching and learning resources not only for their own coursework, practicum, and postgraduation, but also as a useful resource for their peers and other educators. The production of demonstration videos was framed around studies that support physics and general science teachercandidates' engagement in handson science, science communication, and deliberate use of technology to promote active learning.

Challenging the Technology Myth in STEM Teacher Education: From Theory to Practice

“…The preliminary results of this analysis indicate that teacher-candidates' active engagement with technology as students in their methods courses has a significant impact on their growth mind set and positive attitude about student STEM engagement (Milner-Bolotin & Milner, 2017;Tembrevilla & Milner-Bolotin, 2019). These data will provide information for the consequent implementation of research-based STEM methods courses in the fall of 2019.…”

“…Second stage. The learning environments suggested in the first stage were piloted in the STEM methods courses in the fall of 2017 (Milner-Bolotin, 2017;Tembrevilla & Milner-Bolotin, 2019). The data on the implementation was collected and is currently being analyzed.…”

Video making as a powerful tool in physics teacher education and in teaching and learning

“…While the study is still ongoing, the feedback from FPT at UBC collected through anonymous end of course student evaluations indicated that the process of designing the videos helped them to feel more confident in being able to engage students in hands-on science, to design experiments on a shoe-string budget [2]. The FPTs were especially proud to share their work online with other STEM educators.…”

“…We examine a pedagogical intervention that uses science video making to improve future physics teachers' (FPTs') experimental, pedagogical, and content knowledge [1] while creating a collection of research-based pedagogical resources to be used during the school practicum or consequent teaching. The effects of different pedagogical approaches that incorporated these videos on secondary students' learning were also investigated [2].…”

“…One of the outcomes of the FMSD was FPTs' desire to collect and share successful demonstrations performed during the day, so they could be used during the school practicum and consequent teaching. This motivated one of the authors (MMB) to begin STEM Education Videos for All YouTube Channel [2,12].…”