Initial findings suggest video modeling pedagogy is suitable for active and deep learning through predicting, observing and explaining¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The authors' initial findings from using Tracker with their students suggest video modeling pedagogy suits active and deep learning because students predict by keying values, observe by comparing real data with the model, and explain by choice of values. → Wee 2011

Evidence¶

Wee 2011¶

Wee, L. K., & Lee, T. L. (2011). Video Analysis and Modeling Tool for Physics Education. Paper presented at the 4th Redesigning Pedagogy International Conference, Singapore. http://weelookang.blogspot.com/2011/05/video-analysis-and-modeling-tool-for.html

q1 · i? · design · r1

The authors' own classroom experience using Tracker with their students, framed as initial findings (citing White & Gunstone's predict-observe-explain). Even incorrect models support data driven social discussions via multiple representational views. No systematic data are reported.

"We have used Tracker with our students and initial findings suggest that this kind of video modeling p edagogy is suitable for active and deep learning because the s tudents can be said to be predicting by keying certain values, observing by compare the real data with the current proposed mod el, and explaining"

Discussion¶

Related Claims¶

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