Hermeto de A Fauth's research while affiliated with Universidade Federal Fluminense and other places

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Publication (1)

Table 1. Classification of videos according to place of production...
Figure 1. Video production flowchart.  
Table 2. Frequency (N) of resources used. 
Table 3. Audiovisual reports on Youtube. 
Audiovisual physics reports: Students' video production as a strategy for the didactic laboratory
Article
Full-text available
  • Dec 2011
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]. ...
Reference: Students' Behavior and Perceptions Regarding Complementary Videos for Introductory Physics Courses in an Online Environment
Audiovisual physics reports: Students' video production as a strategy for the didactic laboratory
Citing article
  • Dec 2011