Table 2 - uploaded by Marcus Vinicius Pereira
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Frequency (N) of resources used. 

Frequency (N) of resources used. 

Source publication
Article
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Constant technological advancement has facilitated access to digital cameras and cell phones. Involving students in a video production project can work as a motivating aspect to make them active and reflective in their learning, intellectually engaged in a recursive process. This project was implemented in high school level physics laboratory class...

Citations

... There are two main reasons for the widespread use of this resource in science learning. The first is that: they contribute to increasing the effectiveness of knowledge transmission [20][21][22], as well as the performance to memorize [23] and motivate [24,25]. The second is that they facilitate bringing theory into practice and making videos is a powerful resource for acquiring scientific skills in general [9] and in physics in particular [26,27]. ...
Article
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Citation: Perez-Navarro, A.; Garcia, V.; Conesa, J. Students' Behavior and Perceptions Regarding Complementary Videos for Introductory Physics Courses in an Online Environment. Appl. Sci. 2021, 11, 523. https://doi. Publisher's Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. Featured Application: This works can help to choose the better and more efficient videos for professors of Physics courses. Abstract: Digital videos have an important and increasing presence in student learning. They play a key role especially in subjects with high mathematical content, such as physics. However, creating videos is a time-consuming activity for teachers, who are usually not experts in video creation. Therefore, it is important to know which kinds of videos are perceived as more useful by students and why. In this paper we analyze students' perception of videos in an introductory physics course of engineering with over 200 first year students in a 100% online university, Universitat Oberta de Catalunya (UOC). Students had 142 videos available of several types. We followed a qualitative methodology from a ground theory perspective and performed semi-structured interviews. Results show that students found videos as the most valued resource, although they considered that videos cannot substitute text documents. Students valued human elements and found them in videos where the hands of the professor appear. Finally, students consumed videos according to the course schedule, visualized the whole video the first time, and consumed it later according to further deliveries and exams. The main contributions of this paper were analyzing the perception of students from a qualitative perspective in an introductory course of physics in engineering, obtaining the main elements that make videos useful for students and showing that videos with hands are valued by students.
... In the specific case of physics teaching, there are interesting initiatives regarding the production of short videos, based on structuring themes proposed in the PCN+ and BNCC itineraries, focusing on the teaching of mechanics and electromagnetism that the students themselves carried out as an activity, as an alternative strategy for the physics laboratory at the high-school level (Pereira & Barros, 2010;Pereira et al., 2012). According to Pereira et al., one of the advantages of this strategy, when compared to the traditional laboratory, is the responsibility the students must assume, as the videos will be watched "by other people," which requires them to research more and understand better the main concepts. ...
... According to Pereira et al., one of the advantages of this strategy, when compared to the traditional laboratory, is the responsibility the students must assume, as the videos will be watched "by other people," which requires them to research more and understand better the main concepts. So, the strategy going beyond the production of conventional reports and enable students to explore -in the process of preparing the videos -other elements of culture with imagination and creativity (Pereira et al., 2012). Moreover, the increased production of videos on channels such as Youtube has led to the search for quality criteria to support the choice of materials to be used by teachers (Kulgemeyer & Peters, 2016). ...
Article
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Background: The Teaching of Modern and Contemporary Physics (MCP) appears in the PCN + and in the National Common Curricular Base (BNCC) for High School. Its application encounters cognitive obstacles by students, added to the little didactic literature or research in teaching, as well as didactic experiments. Objectives: This work presents a project to develop didactic videos for teaching MCP. It is an articulation between undergraduate and graduate courses, in the conception and use of Information and Communication Technologies (ICT) in MCP by teachers. Design: Conception is based on Gowin’s Triad, where teaching materials are one of the vertices of the sharing of meanings involving teachers and students, as well as they are designed with an emphasis on scientific rigor and, at the same time, seek to arouse the interest of the target audience. The materials are licensed as Open Educational Resources and can be used individually, but together they constitute an organic whole in several MCP themes. Setting and Participants: Master's students in Science Teaching and initial and continuing training Physics teachers, from a Public University. Data collection and analysis: To assess the impact, an analysis was made of the number of accesses and placements (ranking), using Internet search tools as well as application in the classroom. Results: the number of accesses on the web and perceptions in the classroom point to the sharing of meanings predicted by Gowin. Conclusions: Results place this research as a concrete possibility to combine scientific training, research in teaching and commitment to the school.
... The use of video making by k-18 science students and STEM teaching students to learn science content has been reported since video cameras became available, but has become widespread with the advent of YouTube and the proliferation of video recording smartphones [1,[3][4][5][6][7][8][9]. Since 2015, SUNY Buffalo State College preservice and in-service STEM teachers taking physics (and some general science) undergraduate and graduate courses have been completing video projects. ...
Conference Paper
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We describe a curricular innovation for STEM teacher preparation-the use of video projects in undergraduate and graduate physics courses for future physics teachers at SUNY Buffalo State. US courses were adapted under the guidance of our colleagues' similar work at Universität zu Köln [1]. Our students prepared end of course short "proof of concept" rough video vignettes of 5-10min addressing both physics content and physics pedagogical topics. YouTube [2] example videos are provided, and insights are shared.
... Physics learners have been producing school-quality lab, book, and project reports as standard classroom practice for over a century, and we recognize that these efforts represent a series of gradual, iterative approximations in which the process, not the product, is of greatest value for promoting student physics learning. [13][14][15] Hence, we require a proof of concept video, ordinarily not or actors ("talent") in the frame should be dressed in a reproducible fashion, e.g., white shirt and black pants, so if reshoots are required, continuity of appearance can be maintained. This continuity of dress often becomes a trademark for professionals (e.g., Derek Muller's clothing in Veritasium). ...
Article
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Physics students have traditionally prepared many kinds of reports - laboratory, activity, project, and even book or article reports. Smartphones and YouTube videos are familiar cultural objects to current students, and our students use smartphone cameras to include photographs of apparatus, phenomena, hand-sketched figures, graphs, and mathematical equations in their physics reports. Here we present basic techniques for physics students to use smartphones and tablets to create short (< 5-min) end-of-semester video projects. Our students mainly use Apple Computer's iPad tablets, but also other tablets and various smartphones. Finally we discuss appropriate instructor expectations and grading. Similar non-physics student video reporting efforts were reported using video cameras by Kearney, and Hechter and Guy.
... Considering that the educational service offered by IES should, First, face the mathematical weaknesses within which the students enter at the first academic semester, second, contribute to the development of mathematical skills that facilitate and allow their graduates to perform optimally in the work environment, reviewing this Parameters the need to provide alternative solutions arises through (ICT) [6][7], for the promotion, strengthening and assurance of mathematical skills in higher education; that lead to the students enhance their own academic performance with innovative, didactic and flexible methods [8][9]. ...
Article
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Through the most recent years Information and Communication Technologies (ICT) have been positioned as powerful and revitalizing mechanisms in the educational processes. Therefore, this study measures the incidence of a digital platform by the learning of real functions with a view of identifying didactic strategies that contributes to the strengthening and development of mathematical knowledge in reference to the variational thought. The original random sample was primary conformed by students of second semester at a technological academic formation of an institution of higher education based on Santander-Colombia (N = 176). The respective quantitative study is being considering by the correlation type, with the proper use of the Spearman's correlation coefficient and descriptive statistics. The used program to realize this kind of analysis was the statistical software SPSS. So far at this point the results shows that the average academic performance on the partial of functions evidenced was 2.61 with standard deviation (SD)0.92, meanwhile in another way by the independent work that is being taken in the Khan-Academy's platform scored 3.72 with a (SD) 0.2. Besides, it can be said that the bivariate correlation coefficient shown a substantial relation of 0.846 with a significance level of 1%. in all the process the conclusions that can be considered, it can be affirmed the strong relation between the study variables, denoting in fact that the correlation coefficient showed a clear association between the variables.
... MinutePhysics, Veritasium, PhysicsGirl and many other YouTube physics videos are produced by teams of paid, trained and talented professionals. Physics learners have been producing school-quality lab, book and project reports as standard classroom practice for over a century and we recognize that these efforts represent a series of gradual, iterative approximations in which the process, not the product is of greatest value for promoting student physics learning [13,14,15]. Hence a proof of concept video, ordinarily not shared outside the classroom, as would student lab reports. ...
Preprint
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We describe student creation of short YouTube-like video projects-limited 'proof-of-concept' physics videos within introductory physics courses, presented during the final week of class. We include classroom guidance for teachers regarding appropriate course expectations, grading and evaluation for such video projects.
... Today, progress in technology and the increase in the given respect to the education make it inevitable to take advantage of technological opportunities in solving educational problems (Moemeke, 2014). The computers and connection possibilities among computers can allow to interact quickly with individuals, store and process a large number of information in variety of formats and enable to use with other media tools to display a wide range of audiovisual input streams (Pereira, Barros, Rezende Filho & Fauth, 2012). Cameras have become widely used since they are capable of making audiovisual records, and even everyone has owned integrated cameras with the smartphones (Twum, 2017). ...
Article
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The purpose of the study was to develop an assessment scale for science activity videos that can be used to determine qualified science activity videos that can fulfill the objectives of activity based science education, help teachers to evaluate any science activity videos and decide whether to include into science learning process. The subjects for the study comprised a group of 47 science teacher candidates who were at their junior year in state university. In scope of a must course, each science teacher candidates were assigned an objective from K12 science curricula. Then, they were expected to seek for a science activity that can be conducted and recorded in form of 3-5 minutes long science activity video. The teacher candidates were asked to evaluate science activity videos developed by themselves for their classes, schools, and individual use through a scale to assess science activity videos. Science teacher candidates were given three weeks to complete the evaluation form, after which time they were returned to the researchers for assessment. The data from the scale were analyzed through descriptive and item analysis in terms of frequency, reliability and factor routines. The body of the scale covers 20 evaluation criteria in four major categories as technical features, narrator features, activity process, and security issues. The developed evaluation scale for science activity videos will provide a useful logical framework to help educators and/or trainers to identify adequate science activities in point of quality for their instructional purposes.
... In this context, digital technologies arise as additional tools for the inclusion of practical activities in the learning process. Some studies have pointed out positive aspects of audiovisual language such as pleasure, creativity, and social engagement (Pereira et al. 2012). Digital videos enable detailed observations of experiments or daily life events, which can make science more relevant to students. ...
... Again, the collaborative work and challenges faced during production operated in a positive way for the emotional (e.g., "it was funny"), behavioral (e.g., "we tried to do the best we could;" "we have repeated it"), and cognitive engagement (e.g., "we worked hard"; "we sought out other sources to explain the experiment"). As ascertained in other studies (Confrey 1996;Pereira et al. 2012), the participants stated that they had fun while producing the videos, which underscores the importance of freedom and social interaction. ...
Chapter
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Currently, digital technologies arise as additional tools for the inclusion of practical activities, intertwining lab work, audiovisual language, and chemical language. In this sense, this chapter describes some of the contributions of video production to chemistry teaching, based on the evaluation of videos produced by students and their opinions about the production process. This study involved 31 students enrolled in a general chemistry course from a Brazilian Federal University. Video analysis was in agreement with the questionnaire results, and both demonstrated students’ engagement. Feelings of autonomy and competence seem to be strongly connected to such engagement. The videos demonstrated a flexible filmic structure containing different cultural and aesthetic elements. Despite the positive acceptance of the activity and its contribution to engagement, most of the videos included scanty conceptual explanations on the experiments, with phenomenological descriptions prevailing over the establishment of an adequate correlation with changes at the atomic-molecular level. Nevertheless, this represents one of the advantages of this strategy because it creates learning opportunities, particularly involving discussions on misconceptions from the standpoint of chemistry. Thus, it is possible to connect the initial engagement in promoting reflections that can continue over a long time.
... The use of videos in classroom has been subject of many discussions. One of the most interesting ones is related to the use as an approach to laboratory experiments [3]. ...
Article
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Learning assessments are subject of discussions that envolve theoretical and practical approaches. To measure learning in physics by high school students, either qualitatively or quantitatively, is a process in which it should be possible to identify not only the concepts and contents students failed to achieve but also the reasons of the failure. We propose that students' video production offers a very effective formative assessment to teachers: as a formative assessment, it produces information that allows the understanding of where and when the learning process succeeded or failed, of identifying, as a subject or as a group, the defficiencies or misunderstandings related to the theme under analysis and their interpretation by students, and it provides also a different kind of assessment, related to some other life skills, like the ability to carry a project to its conclusion and to work cooperatively. In this paper, we describe the use of videos produced by high school students as an assessment resource. The students were asked to prepare a short video, which was then presented to the whole group and discussed. The videos reveal aspects of students' difficulties that usually do not appear in formal assessments such as tests and questionnaires. After the use of the videos as an component of classroom assessments and the use of the discussions to rethink learning activities in the group, the videos were analysed and classified in various categories. This analysis showed a strong correlation between the technical quality of the video and the content quality of the students argumentation. Also, it was shown that the students don't prepare their video based on quick and easy production, they usually choose forms of video production that require careful planning and implementation, and this reflects directly on the overall quality of the video and of the learning process.
... While the use of ready-made films to supplement and elucidate lectures or text materials is common practice, researchers have recently investigated the effectiveness of using studentconstructed films in class as teaching strategies. Multiple benefits to students include promoting critical and creative thinking; fostering independent and authentic learning; and allowing students to construct their own understanding (Dockter, Haug, & Lewis, 2010;Keaerney & Schuck, 2005;Pereira, Barros, Filho, & Fauth, 2012). ...