Abstract
Slow-motion video is starting to appear in science classrooms as a source of data for students to examine. However, seeing important features in such video requires a particular kind of student engagement and supported acts of noticing. This poster reports on an exploratory study of what students noticed and talked about when viewing slow-motion video during a classroom design experiment focused on bodily activity as it relates to motion and animation.
Original language | English (US) |
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Pages (from-to) | 1617-1618 |
Number of pages | 2 |
Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
Volume | 3 |
Issue number | January |
State | Published - Jan 1 2014 |
Externally published | Yes |
Event | 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: Jun 23 2014 → Jun 27 2014 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education