Video modeling pedagogy: progressively triangulating understanding by building dynamic particle models on video clips¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 design), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Video modeling pedagogy (attributed to Brown, 2007-2010) has students create simple dynamic particle models on a video clip, which the authors argue makes learning connected to real life and powerful because it "provides a mechanism to progressively triangulate their understanding". Students predict by keying values, observe by comparing real data with the proposed model, and explain through their choices, with multiple representational views supporting data-driven discussion. Combining initial video analysis with model building adds a data-checking step.

Design Implications¶

Context¶

Requirements¶

• A video clip of real motion, the Tracker tool, and progression from video analysis to model building

Constraints¶

Target Learners¶

• physics students from Ordinary to Advanced Level, and expert students challenged with air-drag models

Target Learning Objectives¶

• kinematics and projectile motion concepts
• modeling and scientific inquiry practices
• self-directed learning

Claims¶

• Video Modeling Suits Active Deep Learning [+W]

Related Theories¶

Examples¶

• Teach the five steps of scientific investigation through personally motivating video analysis and modeling projects

Key Sources¶

• 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