Filho's research while affiliated with Federal University of Rio de Janeiro and other places

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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...


... 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 have become widespread with the advent of YouTube and the proliferation of video recording smartphones (Abbott et al. 2019;Kearney 2009;Hechter and Guy 2010;Hoban et al. 2011;Pereira et al. 2012;Prud'homme-Genereux A 2016;Muller 2008;Coates et al. 2018 Cologne's use of video in K-12 STEM teacher preparation is well-articulated in two semesters of media seminar courses that require explicitly analysis of science phenomena via well-established media techniques including slideshows, computer animation, stop motion, high-speed and slow-motion video, and possibly more advanced techniques like programming interactive simulations, creating iBooks, multimedia games and using lighting to create learning resources as project-based learning assignments. Some of these projects are extended to Baccalaureate or Masters projects and theses. ...