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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Cite this
Yuan, M., Kim, N. J., Drake, J., Smith, S., & Lee, V. R. (2014). Examining how students make sense of slow-motion video. Proceedings of International Conference of the Learning Sciences, ICLS, 3(January), 1617-1618.