Student as Stakeholder: Pedagogical Preferences for Conceptual Understanding in Student-Created Instructional Chemistry Videos

• In Event: Cognition and Multimedia Learning

Abstract

This investigation examined the impact of the rapid transition to remote instruction on three model types that students used in a high school chemistry video project to demonstrate conceptual understanding and representational competence. An ANOVA revealed model type was a significant predictor of total video scores among three conditions [F(2, 63) = 31.15, p < .001]. A post-hoc analysis identified significant differences between three model pairs. A two-way MANOVA revealed that model type was a significant predictor for five subcategories of video analysis [F(2, 10) = 10.09, p < .001]. Simple effects suggest a significant difference (p < .05) in the subcategory score and model type in all comparisons except completeness and internet images and academic language and internet images.

Authors

• Salvatore G. Garofalo, Queens College

• Stephen Farenga, Queens College - CUNY