01 EDUC 5282 UNIT 2 DISCUSSION FORUM ASSIGNMENT

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University of the People *

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5282

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Psychology

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Nov 24, 2024

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There are many advantages and disadvantages when comparing video clips and hands-on science experiments. Hands-on activities allow students to actively participate with the material and gain a deep understanding of scientific topics (Longfield, 2009). Experiments often offer a sensory experience that improves understanding and memory. Additionally, students see the results of their actions in real time and receive instant feedback. All of these help students to enhance their critical thinking and problem-solving skills. Despite these benefits, these exercises may face obstacles from schools that lack resources and time, which could limit their general use. Videos have special advantages in terms of consistency, visualization, and accessibility (Alber, 2019). They are a resource for a wide range of audiences because they are easy to distribute and access. They can effectively communicate complicated scientific ideas, especially ones that are difficult to duplicate in a regular classroom setting. Videos can provide clear representations of complex scientific principles. A consistent learning environment is guaranteed in all classrooms thanks to the video content's constancy. However unlike hands-on activities, video clips are passive and lack the immersive and engaging aspects. While the fixed perspective of videos restricts the examination of variables and decision-making during experiments, some students may find watching videos to be less fascinating. In the Heavy Newspaper video (SpanglerScienceTV, 2011), the actors are not animated. Their body language is stale, and their voices are monotone. So while they accurately demonstrate an interesting science principle, this video would not engage my class. Instead of showing this video to the class, I would rather take the simple supplies and recreate the video in my classroom. Ultimately, many factors like learning objectives, available resources, and student preferences, will determine whether to use video clips or hands-on activities (Longfield, 2009). Even though experiential learning provides a more comprehensive and lasting learning process, well-made films can nevertheless pique students' curiosity with their captivating material and practical applications. A thorough and interesting science education can be made by striking a balance between multimedia materials and hands-on activities. This will accommodate different learning styles and promote a full understanding of scientific ideas. References Alber, R. (2019, March 18). Using video content to amplify learning. Edutopia. https://www.edutopia.org/article/using-video-content-amplify-learning/ Longfield , J. (2009). Discrepant teaching events: Using an inquiry stance to address students’ misconceptions. International Journal of Teaching and Learning in Higher Education, 21(2), 266. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1000&context=ct2- facpubs

SpanglerScienceTV. (2011, February 3). Heavy newspaper - Cool science experiment [Video]. YouTube.

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