Using Video Media to Teach Physics and the Nature of Science
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| Title: | Using Video Media to Teach Physics and the Nature of Science |
|---|---|
| Language: | English |
| Authors: | Poor, S. V., Herman, B. C., Janney, B. A. (ORCID |
| Source: | Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2023 96(4):122-129. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Video Technology, Teaching Methods, Scientific Principles, Science Instruction, Scientific Concepts, Physics, Electronic Equipment, Scaffolding (Teaching Technique), Vignettes, Standards, Instructional Materials, High School Students, Inquiry, Active Learning |
| DOI: | 10.1080/00098655.2023.2205627 |
| ISSN: | 0009-8655 1939-912X |
| Abstract: | A robust knowledge of physics entails deeply understanding electricity concepts such as conductivity and resistance. Understanding how circuits work is also critical for ensuring the safe use of electrical technology such as car batteries and downed powerlines. Curricular materials covering these content ideas are readily available for teachers. However, these materials rarely promote the use of research-based practices to effectively scaffold from documented authentic historical episodes of physics research to physics and the nature of science (NOS) concepts. Such practices that invoke a conceptual change approach are a crucial component of inquiry experiences that deepen students' understanding of science concepts and the NOS. The highly contextualized inquiry activity focused on Georg Ohm and electrical resistance profiled here supports teachers' use of historically accurate video vignettes of scientific developments in physics to teach Next Generation Science Standards (NGSS) based NOS and science concepts. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1393263 |
| Database: | ERIC |
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| Abstract: | A robust knowledge of physics entails deeply understanding electricity concepts such as conductivity and resistance. Understanding how circuits work is also critical for ensuring the safe use of electrical technology such as car batteries and downed powerlines. Curricular materials covering these content ideas are readily available for teachers. However, these materials rarely promote the use of research-based practices to effectively scaffold from documented authentic historical episodes of physics research to physics and the nature of science (NOS) concepts. Such practices that invoke a conceptual change approach are a crucial component of inquiry experiences that deepen students' understanding of science concepts and the NOS. The highly contextualized inquiry activity focused on Georg Ohm and electrical resistance profiled here supports teachers' use of historically accurate video vignettes of scientific developments in physics to teach Next Generation Science Standards (NGSS) based NOS and science concepts. |
|---|---|
| ISSN: | 0009-8655 1939-912X |
| DOI: | 10.1080/00098655.2023.2205627 |
