Comparing Students' Learning and Development of Scientific Abilities with Apparatus-Based versus Video-Based Experimentation

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  • Author(s): David T. Brookes (ORCID David T. Brookes (ORCID 0000-0002-1981-5408); Mc Kenna Wallace (ORCID Mc Kenna Wallace (ORCID 0009-0003-1476-5792); Michael Nelson; Anna Karelina (ORCID Anna Karelina (ORCID 0000-0001-8011-0936); Peter Bohacek; Matthew Vonk (ORCID Matthew Vonk (ORCID 0000-0002-2689-9494); Eugenia Ektina (ORCID Eugenia Ektina (ORCID 0000-0002-5068-7803)
  • Language:
    English
  • Source:
    Physical Review Physics Education Research. 2023 19(2).
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: [email protected]; Web site: https://journals.aps.org/prper/
    • Peer Reviewed:
      Y
    • Source:
      16
    • Sponsoring Agency:
      National Science Foundation (NSF), Division of Undergraduate Education (DUE)
    • Contract Number:
      1726249
    • Subject Terms:
      Scientific Literacy; Science Process Skills; Laboratory Equipment; Science Experiments; Video Technology; Physics; Laboratory Experiments; Science Achievement; Science Tests; Science Instruction
    • Accession Number:
      10.1103/PhysRevPhysEducRes.19.020158
    • ISSN:
      2469-9896
    • Abstract:
      [This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] In this paper, we describe the results of a research project whose goals were to (1) develop and implement video-based experimental investigations using the Investigative Science Learning Environment (ISLE) approach and (2) study how students who engage with video experiments develop scientific abilities and learn physics ideas in comparison to students who do the same investigations using physical apparatus. We developed six parallel ISLE-based investigations for the students to engage in, either with apparatus or with video arrays created in the Pivot platform. We found that substituting 30% of the apparatus-based activities with video-based activities did not affect student development of conceptual physics knowledge. On the other hand, the development of certain scientific abilities was significantly affected by whether students experimented with physical apparatus or used video experiments.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1409556