Examining how students make sense of slow-motion video

Min Yuan; Nam Ju Kim; Joel Drake; Scott Smith; Victor R. Lee

Examining how students make sense of slow-motion video

Min Yuan, Nam Ju Kim, Joel Drake, Scott Smith, Victor R. Lee

Research output: Contribution to journal › Conference article › peer-review

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)
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

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AB - 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.

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ER -

Examining how students make sense of slow-motion video

Abstract

ASJC Scopus subject areas

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