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

Abstract

This paper describes the results of an ongoing international research collaboration on educational science video making between the researchers at The University of British Columbia in Vancouver, Canada and Eötvös Loránd University in Budapest, Hungary. In this study, future physics teachers designed short YouTube-style educational videos showcasing their own physics demonstrations and experiments. We used Deliberate Pedagogical Thinking with Technology theoretical framework to examine how these future physics teachers acquire their pedagogical physics demonstration skills while also becoming amateur video producers. We also investigated how these videos can be used to deepen secondary students’ physics knowledge, stimulate their curiosity to increase their science engagement, interest, and motivation. Secondary school students’ feedback and the results of their pre- and post-tests also provide evidence that educational science videos that utilize the results of education research can be effective in supporting self-directed student learning.

Transforming science teaching in Namibia: A practical work inquiry framework for secondary schools

“…Demonstrations play a vital role in science education by providing learners with opportunities to observe and learn from the expertise of their teachers (Shivolo, 2018;Shivolo & Ramnarain, 2020). While not as hands-on as experiments or investigations, demonstrations offer a valuable means of illustrating complex concepts, showcasing scientific principles, and sparking curiosity (Lucz & Milner-Bolotin, 2022;Tembrevilla & Milner-Bolotin, 2019). Demonstrations often involve the use of specialized equipment or techniques that may be challenging for learners to replicate individually (Shivolo, 2018).…”