Online interactive historical video vignettes: Exploring instructional practices

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ID: 287572
2024
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Abstract
To promote science literacy among Grade 7 students at a laboratory school, nature of science (NOS) aspects were integrated into their science class. In this classroom-based action research, online interactive historical video vignettes (OIHVVs) were developed using universal design learning (UDL) principles to target science concepts and NOS aspects. Quantitative and qualitative data were gathered to measure and characterize the validity of the research instruments, the students’ understanding of science concepts and NOS, the level of student’s technological acceptance, and the teacher’s perceptions of the use of OIHVVs. Analysis of the data showed that the text-narrative format HVs were highly acceptable (MHV1 = 4.60, SDHV1 = 0.28; MHV2 = 4.73, SDHV2 = 0.25; MHV3 = 4.60, SDHV3 = 0.33; MHV4 = 4.82, SDHV4 = 0.24; and MHV5 = 4.50, SDHV5 = 0.35). The video format HVs were also highly acceptable (MOIHVV1 = 4.64, SDOIHVV1 = 0.41; MOIHVV2 = 4.85, SDOIHVV2 = 0.13; MOIHVV3 = 4.71, SDOIHVV3 = 0.26; MOIHVV4 = 4.83, SDOIHVV4 = 0.09; and MOIHVV5 = 4.66, SDOIHVV5 = 0.24) and appropriate for teaching science and NOS. The OIHVVs significantly improved the conceptual [t (20) = -2.638, p = .016] and NOS understanding [t (13) = 6.554, p < .001] of the students. Regarding technology acceptance, the students found the OIHVVs highly acceptable (M = 4.68, SD = 0.04).
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Authors Renon, Mike Angel Taloza
Journal Malay Journal
Year 2024
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdm_scied/56
Keywords Keywords not found

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