References related to Dynamic Visualization Data Analysis
“RECENT” RESEARCH ARTICLES
Probeware
Ates, A. and Stevens, J. (2003). Teaching line graphs to tenth grade students having different
cognitive development levels by using two different instructional modules. Research
in Science & Technological Education, 21(1), 55-66.
Q181 .A1 R47 and NCSU e-journal V15, 1997.
This study involved a convenient sample of two – tenth grade chemistry classes for
approximately three weeks. The treatments were randomly assigned to the two groups,
one group using computer-supported graphing activities, and the other using noncomputer supported activities. There was no statistically significant differences on line
graphing mean scores as measured by the Individualized Test of Graphing in Science
and Performance Assessment Test. In my opinion, the treatment time was too short to
see any difference, and the sample size of 45 total students was too small to see
differences when looking at treatment and reasoning levels. A few good references on
previous studies on line graphs are included in the article.
Digital Video
Harwood, W. S., and McMahon, M. M., (1997). Effects of integrated video media on student
achievement and attitudes in high school chemistry. Journal of Research in Science
Teaching, 34(6), 617-631.
Q181.A1 J68 & NCSU e-journal V33, 1996
The study explored the effects of an integrated video media curriculum enhancement on
students’ achievement and attitudes in a first year general high school chemistry course
within a multiculturally diverse metropolitan school district. Through the use of a
treatment-control experiment design, approximately 450 students in grades 9-12 were
sampled on measures of chemistry achievement and attitude over athe period of one
academic year. The results revealed significantly higher acienvement scores on
standardized measures of achievement as well as on microunit researcher-designed,
criterion-referenced quizzes for the treatment student who experience a general chemistry
course enhance with an itegrated use of a structured chemistry video series. Correlation
of student achievement with logical thinking ability revealed that students with highe
levels of logical thinking ability benefited most from the video-enhanced curriculum.
Treatment students also scored significantly higher than contro students on the chemistry
attitude instruments.
The teachers integrated the use of the World of Chemistry video series in the treatment
lessons. They used the teacher lesson guides associated with each 30-minutes videotape,
which was designed to enable the teacher to stop the videotape approximately 5-7
minutes for a question-answer interaction time. There were at least eight video-enhanced
1
treatments over the course of the academic year. This looks like a good study to use as a
reference for the use of video in science. The study was well done and well written,
using a large sample size over a long duration of time.
Kearney, M., Treagust, D.F., Yeo, S., and Zadnik, M.G. (2001). Student and teacher
perceptions of the use of multimedia supported Predict-Observe-Explain tasks to
probe understanding. Research in Science Education, 31, 589-615.
NCSU e-journal only, beginning V31, 2001
The researchers used 16 POE computer tasks incorporating digital video clips of real-life
events to elicit their preconceptions and encourage discussion of student ideas. Two
classes were used in the study, one consisting of 18 females and the other consisting of
26 males. The main research question in this qualitative study was “How do the students
and teachers perceive the use of the POE tasks within a computer environment?” The
topic of discussion for the research was projectile motion. Data collection for the
research included participant observation, collected documents, audio and video
recordings, semi-structured interviews and questionnaires.
The students enjoyed being in control of the whole program, feeling that they had more
inut into the video demonstration. Some students found the video medium more
convincing than static graphics and text. They appreciated the opportunity of observe an
exact replica of the demonstration as many times as they wanted. The also appreciated
the everyday context provided in most of the video clips. Students and teachers
perceived the slow-motion, rewind and step-frame facilities inherent in the video medium
as most useful in making clinical observation of event. Both teachers acknowledged the
ability of the digital video clips to present time consuming demonstrations that would be
difficlt to set up in a classroom. Credibility of the video-clips was important to the
students.
Russell, J. W., Kozma, R. B., Jones, T., Wykoff, J, Marx, N. and Davis, J. (1997). Use of
simultaneous-synchronized macroscopic, microscopic, and symbolic representations
to enhance the teaching and learning of chemical comcepts. Journal of Chemical
Education, 74(3), 330-334.
QD1 .J93, and NCSU e-journal 73(9) 1996
The study was an initial examination of the effectiveness of the gaseous equilibrium
module of 4M:CHEM software that was developed to synchronize the macroscopic
(video), microscopic (animation) and symbolic (equations) representations of the
equilibrium reaction. The lecturers demonstrated the software in from of the class during
two lectures. Pretests and posttests consisted of five constructed-response items used in
previous research, for which students were asked to give brief answers, calculate
answers, and draw diagrams. The pretest was given during the first 10 minutes of the
first lecture and the posttest was given during the last 10 minutes of the second lecture.
Of the 500 students in the two classes used in the study, 295 students attended both
sessions. These were the students used in the analysis. The posttest scores were
significantly greater that the pretest scores (p<0.0001). The initial assessment of
4M:CHEM in two lecture sections for two one-hour presentations showed an increase in
2
students’ understanding of characteristics of systems at equilibrium and the effects of
temperature on these systems.
The article was not written well as a research study article. The emphasis seemed to be
on the software, and not on the educational research using the software. However,
Kozma’s idea of synchronizing three types of images is similar to our idea of graphvideo-animation.
Interactive Video Analysis
Beichner, R. J. (1996). The impact of video motion analysis on kinematics graph
interpretation skills. American Journal of Physics, 64(10), 1272-1277.
QC1 .A5 and NCSU e-journal 8(1) 1940-present
Three hundred sixty eight high school and college students took part in a study where the
effect of graduated variations in the use of a video analysis tool was examined. Postinstruction assessment of student ability to interpret kinematics graphs indicates that
groups using the tool generally performed better than students taught by traditional
instruction. The data further established that the greater the integration of video analysis
into the kinematics curriculum, the larger the educational impact. An additional
comparison showed that graph interpretation skills were significantly better when a few
traditional labs were replaced with video analysis experiments. Limiting student
experience with the video analysis technique to a single teacher-led demonstration
resulted in no improvement in performance relative to traditional instruction. The
greatest impact came from a combination of demonstrations with hands-on labs.
Good reference for a proposal. Appropriate design and analysis. This is definitely a
seminal article for video analysis of motion.
Boyd, A. and Rubin, A. (1996). Interactive video: A bridge between motion and math.
International Journal of Computers for Mathematical Learning, 1, 57-93.
QA20.C65 I58, and NCSU e-journal 1(1) 1996-present.
This paper examined the characteristics of interactive digitized video as a medium in
which motion is presented to students learning graphical representations. In comparing
video to both everyday perceptions and mathematical representations, they construct a
conceptual framework that compares these three contexts along several dimensions:
object extent, scale, time, and space. The researchers interviewed eight students while
they interacted with the video system. One student’s experience in constructing graphs of
her own design from a video image is examined. The analysis of this student is examined
through the conceptual framework what was presented that included 1) Scale and object
event; 2) Conceptions of time in video-based contexts; and 3) The salience of intervals
and speed. Other discussion includes: 1) When a graph is the result of a student’s
manipulation of video frames, the appearance of the object in the video may affect its
representation on the graph; 2) If a graph of a video scenario is going to be labeled in
terms of “real distance”, a scale must be determined using some video object whose real
3
size is known; 3) Graphs derived from video may predispose students to representing
distance on the horizontal axis; and 4) Video and similar media make intervals – and
therefore speed – salient to students.
The articles does not present much that can be used in the proposal, but it presents some
interesting ideas regarding a conceptual framework regarding the frame-by-frame
analysis of motion.
Escalada, L.T. and Zollman, D.A. (1997). An investigation on the effects of using interactive
digital video in a physics classroom on student learning and attitudes. Journal of
Research in Science Teaching. 34(5), 467-489.
Q181.A1 J68 & NCSU e-journal V33, 1996-present
The investigation examines the effect of interactive digital video on student learning and
attitudes in an introductory college physics course. The participants were 87 volunteers
out of a class of 100 prospective elementary teachers taking the physics course. The
volunteers were required to complete at least 3 of the 5 activities outside of normal class
and lab times, which lasted about 2 hours for each activity. The study measured students’
computer attitudes and found improvement in students’ feelings of comfort in using
computers after completion of the activities. They found students’ prior computer
experience did not influence their perceptions of the activities. The majority of
participants perceived discussion and the computer visualization techniques as being very
effective in helping them learn Students’ understanding of the physics concepts were
assess and the participants’ scores were compared with nonparticipants’ scores.
Although analysis of variance statistical procedures revealed no significant differences
between the two groups (n=87 for treatment, n=13 for control), the results of this study
indicate that sophisticated instructional video software can be perceived as easy to use
and effective by students who are novices and experts in using computers.
In reviewing the analysis of the understanding of physics concepts, the results could be
confounded in that different students chose to participate in the five interactive digital
video activities. For example, 56 out of 100 did the first activity, 53 for the second, 52
for the third, 39 for the fourth, and 37 for the fifth. Eighty-seven students participated in
at least 3 activities. Although the content items on the test were analyzed by each
activity, I believe the overall effect is compromised in this design. It would be hard to
determine the academic promise of the technology when some students may have only
worked with it for 6 hours (3 sessions x 2 hours). The article is well written and has great
references.
Rodrigues, S., Pearce, J., and Livett, M. (2001). Using video analysis or data loggers during
practical work in first year physics. Educational Studies, 27(1), 31-43.
L11 .E525 and NCSU through EBSCO since 1990.
The paper reports on a project investigating student’ learning processes when video
analysis and data logging practical work were used in a first year undergraduate physics
course. Student volunteers were interviewed. Students were motivated by the tasks and
felt the tasks helped them to understand physics concepts. Students used elements of the
4
video analysis and data logging practical work to reinforce already existing ideas rather
than challenge the robustness of their existing ideas.
Three groups (47 students) took an alternative video analysis laboratory (VL) exercise,
and 11 groups (160 students) took the traditional data logging laboratory (DL) exercise.
All students participated on an introductory three-hour data logging session on the
concept of motion. This was followed one week later by either the VL or DL laboratory
exercise. Both groups were given identical questions to answer. Group interviews were
held after the lab exercise.
Again, I was disappointed with the treatment time of the activity. The interviews were
administered after only one three-hour lab. Although quantitative data was collected, it
was not shared in the article.
REFERENCES CITED IN THE RESEARCH ARTICLES
Probeware and Graphing
Adams, D.D. and Shrum, W.J. (1990). The effects of microcomputer-based laboratory
exercises on the acquisition of line-graph construction and interpretation skills by
high school biology students. Journal of Research in Science Teaching, 27(8), 777787.
Q181.A1 J68 & NCSU e-journal V33, 1996-present
“Many studies try to expain student difficulties in constructing and interpreting line
graphs by correlating the development of formal thinking structure and line graphing
skill. Results of these studies suggest a strong relationship between graphing skills
and logical thinking” In Ates and Stevens 2003.
“Microcomputer-based laboratories (MBLs) are very effective in teaching graphing.
Many recent studies have show improvement in graphing abilities after experiencing
MBLs”. In Ates and Stevens 2003.
Berg, C. A. and Smith, P. (1994). Assessing students’ abilities to construct and interpret line
graphs: disparities between multiple-choice and free-response instruments. Science
Education, 78(6), 527-554.
Q1 .S34 and NCSU e-journal V80 1996-present.
“However, Berg and Smith cite a major assessment problem related to determining
effects of MBL on graphing. Student responses differ significantly when different
instruments are used to assess both graphing abilities and the impact of MBLs. The
authors suggest that studies be conducted to re-examine and determine the impact of
MBL from a perspective of student-constructed graphs”. In Ates and Stevens 2003.
Brasell, H. (1987). The effect of real-time laboratory graphing on learning graphic
representations of distance and velocity. Journal of Research in Science Teaching,
24( ), 385-395.
5
Q181.A1 J68 & NCSU e-journal V33, 1996
“Even though most recent studies have consistently shown improvements on graphing
skills after experiencing MBL (references), few studies have attempted to determine
the most effective way of teaching and learning graphs”. In Ates and Stevens 2003
“Brasell (reference) and Thornton & Sokoloff (1990) found tha students using realtime graphs with MBL significantly imprrved their kinematics graphing skills and
their understand iof the qualitative aspects of motion with they observed, compared to
student susing delay-time graphs (graphs produced after the motion of an object).” In
Escalada and Zollman 1997.
“Directly linking symbolic expressions, such as graphs and equations, to the
corresponding real-world phenomena can facility students’ understanding
(reference)”. In Russell et al. 1997
Brassell, H. and Rowe, M.B. (1993). Graphing skills among high school physics students,
School Science and Mathematics, 93, 62-70.
Q1 .S22
“Many studies try to expain student difficulties in constructing and interpreting line
graphs by correlating the development of formal thinking structure and line graphing
skill. Results of these studies suggest a strong relationship between graphing skills
and logical thinking (references)”. In Ates and Stevens 2003.
“Microcomputer-based laboratories (MBLs) are very effective in teaching graphing.
Many recent studies have show improvement in graphing abilities after experiencing
MBLs (references)”. In Ates and Stevens 2003.
Kosslyn, S. M. (1985). Graphing and human information processing. Journal of
American Statistical Association, 80(391), 499-512.
HA1 .A6 and NCSU e-journal through JSTOR V18 1922-present.
“Kosslyn (1985) explains graph comprehension from the standpoint of human visual
information processing. According to the author, graph comprehension involves tow
precesses: (a) visual perception, the process of detecting the visual image of the
graph, and (b) graphic cognition, the process of converting the visual image into
meaningful information.” In Ates and Stevens 2003.
Linn, M.C., Layman, W. J., and Nachimaias, R. (1987). Cognitive consequences of
microcomputer-based laboratories: Graphing skills development, Contemporary
Educational Psychology, 12( ), 244-253.
LB1051.C678 and NCSU e-journals through ScienceDirect 18(1) 1993-present.
6
“Microcomputer-based laboratories (MBLs) are very effective in teaching graphing.
Many recent studies have show improvement in graphing abilities after experiencing
MBLs (references)”. In Ates and Stevens 2003.
Mokros, J.R. and Tinker, F. R. (1987). The impact of microcomputer-based science labs on
children’s ability to interpret graphs. Journal of Research in Science Teaching, 24(4),
369-383.
Q181.A1 J68 & NCSU e-journal V33, 1996-present
“Microcomputer-based laboratories (MBLs) are very effective in teaching graphing.
Many recent studies have show improvement in graphing abilities after experiencing
MBLs (references)”. In Ates and Stevens 2003.
Roth, W. M. and McGinn, M. K. (1996). Graphing: Cognitive ability or practice?,
Science Education, 81( ), 91-106.
Q1 .S34 and NCSU e-journal V80 1996-present.
“The lack of graphing competence is explained in terms of experience and degree of
participation, rather than in terms of cognitive ability. Roth and McGinn (1996)
argue that a practice perspective successfully addresses the following issues. First,
failure and success of some graphing curricula are understandable in terms of the
presence or absence of social dimensions of the practice. Second, the practice
perspective calls for new assessment practices. Third, the practice perspective
required alternative learning environments and new techniques for conducting
research based upon open, inquiry contexts.” In Ates and Stevens 2003.
Roth, W. M., Boven, G. M. and McGinn, K. K. (1999). Difference in graph-related
practice between high school biology testbooks ans scientific ecology journals.
Journal of Research in Science Teaching, 36(9), 977-1019.
Q181.A1 J68 & NCSU e-journal V33, 1996-present.
“A survey of 2500 pages from five scientific journals and six high school biology
textbooks showed that there are about fifteen visual representations per ten pages
(references)”. In Ates and Stevens 2003.
Rowland (1989)???
Stuessey, C. L. and Rowland, P. M. (1989). Advantages of Micro-Based Labs: Electronic
Datat Acquisition, Computerized Graphing, or Both? Journal of Computers in
Mathematics and Science Teaching, 8(3), 18-21.????
“Microcomputer-based laboratories (MBLs) are very effective in teaching graphing.
Many recent studies have show improvement in graphing abilities after experiencing
MBLs (references)”. In Ates and Stevens 2003.
7
Thornton, R. (1989). Tolls for scientific thinking: learning physical concepts with real-time
laboratory measurement tools. In Redish, E. and Risley J. Computers in Phsycs
Instruction, Addison Wesley. 177-189..
Thornton, R.K., and Sokiloff, D. R. (1990). Learning motion concepts using real-time
micormputer-based laboratory tools. American Journal of Physics, 58, 858-867.
TWO.
QC1 .A5 and NCSU e-journal 8(1) 1940-present.
“Brasell (1987) and Thornton & Sokoloff (reference) found tha students using realtime graphs with MBL significantly improved their kinematics graphing skills and
their understand of the qualitative aspects of motion with they observed, compared to
students using delay-time graphs (graphs produced after the motion of an object).” In
Escalada and Zollman 1997.
Interactive Video
Back, Y. and Layne, B. (1988). Color, graphics, and animation in a computer-assistd
learning tutorial lesson, Journal of Computer-Based Instruction, 15( ) 131-135.
Satellite Shelving Facility LB1028.5 .J54 V11-V20, 1984-1993.
“Back and Layne found that computer generated animations were more effective than
still graphics, which were themselves better than text.” In Beichner 1996.
Beichner, R. J. (1996). The impact of video motion analysis on kinematics graph
interpretation skills. AAPT Announcer, 26, 86.
“A variety of visualization techniques associate with this technology have been
developed and are available for the student to play back and analyze the motion of
objects in video (Escalada et al, 1996, Reference, Laws & Cooney 1996; Patterson,
1996; Wilson & Redish, 1992). This type of computer-based video technology, when
used in the science classroom, is called video-based laboratory (Rubin, 1993).” In
Escalada and Zollman 1997
Beichner, R. J. (1990). The effect of simultaneous motion presentation and graph generation
in a kinematics lab, The Physics Teacher, 27, 803-815.
“An earlier study directly comparing this technique to research done on ultrasonic
motion detector laboratories showed that the video method was not as effective as the
sonic microcomputer-based laboratory” In Beichner 1996
“There is debate about the effectiveness of video as a medium to support student
learning compared with real, hands-on laboratory experiences. Discussions on using
Microcomputer based and video-based resources can be found in (references)”. In
Rodrigues etal 2001
8
“Beichner (1990) analysed the effect of MBL on student learning in a high school and
college physics classroom by comparing the understanding of kinematics between
those students who were taught by demonstrations and computer simulation of
videotaped images and those who were taught by MBL techniques. Beichner found
that students taught by demonstrations and computer simulations did not achieve as
well as those taught by MBL techniques. Beichner’s results also suggested that direct
personal control of the computer and/or the experience of producing the graph
produced the enhanced MBL learning.” In Escalada and Zollman 1997.
Brungardt, J. B. and Zollman, D. A. (1996). The influence of interactive video disc
instruction using real time analysis on kinematics graphing skills of high school
physics students, Journal of Research in Science Teaching, 32, 855-869.
Q181.A1 J68 & NCSU e-journal V33, 1996
“Brungardt and Zollman did not see any effects on graphing skills when students
analyzed four sports scenes, but expressed caution due to the samm samole size of
their study, noting that the probablility of oftaining a statistically significant resulty
was small. They did find students were motivated by the exercise, were willing to
discuss the motion events, displayed less confusion between velocity versus time and
acceleration versus time graphs, and had a reduced tendency to attend to minor
fluctuations in graphs.” In Beichner 1996.
“There is debate about the effectiveness of video as a medium to support student
learning compared with real, hands-on laboratory experiences. Discussions on using
Microcomputer based and video-based resources can be found in (references)”. In
Rodrigues etal 2001
“Although Brungardt and Zollman (reference) found no significant learning
difference between using real-time and delay-time analysis for understanding of
kinematics graphs when students analyzed videodisc-recorded images of sporting
events, their results that imply real-time analysis may have some advantages. For
example, students who used real-time graphs were aware of the simultaneous-time
effect and seemed motivated by it. Real-time students demonstrated decreased eye
movements between the computer and video screens as subsequent graphs were
produced. These student also demonstrated more discussion during graphing than did
delayed-time students. In addition, real-time students displayed less confusion
between velocity versus time and acceleration verses time graph than did delayedtime students and spent less time on the insignificant details of the graphs than did
delay-time students.” In Escalada and Zollman 1997.
Bosco, J. (1984). Interactive video: Educational tool or toy? Educational Technology,
24(3), 13-19.
LB1043 .E34 v6-V45, 1966-present, V6-V33 1966-1993 in Satellite facility.
“Digital video clips also allow students to observe accurate and reliable replications
of demonstrations…”. In Kearney et al 2001.
9
Cadmus, R.R., Jr. (1990). A video technique to facilitate the visualization of physical
phenomena. American Journal of Physics, 58, 397-399.
QC1 .A5 and NCSU e-journal 8(1) 1940-present.
“Visualization of phenomena through such techniques as demonstrations, simulations,
models, real-time graphs, and video can contribute to students’ understanding of
physics concepts by attaching mental images to these concepts. These visualization
techniques ‘not only allow the students to see first hand how things behave, but also
provide them with visual associations that the may capture, and preserve the essence
of physical phenomena more effectively than do verbal descriptions’ (reference).” In
Escalada and Zollman 1997.
Chaudbury, S.R., and Zollman, D.A. (1994). Image processing engances the value of digital
video in physics instruction. Computers in Physics Education, 8, 518-523.
“Interactive video, like MBL, can produce real-time graphs of the motion of the
objects being investigated. Unlike MBL, however, interactive video can analyze
complex two-dimensional motion such as the motion of a cannonball fired froma
projectle launcher (Escalada, Grabhorn, and Zollman, 1996). Unlike MBL,
interactive video allows students to observe real-time graphs of the data being
collected at the same time the video of the event is shown (reference). Use of
interactive video can eliminate the need for special experimental apparatus
connecting wires to computer interfaces, and setting up photogates or sonic rangers
typically found in MBL situations, so that students can focus on analyzing the data
rather then on the apparatus (Graney and DiNoto, 1995).” In Escalada and Zollman,
1997.
“The digital format also allows direct manipulation of the video images-frequently
call video or image processing. The appropriate software, students can combine
imatges from different video frames and modify the presention of motion on the
screen. These techniques have been used on concrete representations similare to the
space-time diagrams used in the Theory of Relativity, and to change syntheticall the
reference frame from which students view the event (Eacalada, Grabhorn & Zollman,
1996, Reference).” In Escalada and Zollman 1997.
Chen, S. E. (1995, August). Quicktime VR – an image-based approach to virtual
environment navigation. Paper presented at the 22nd International Conference on
Computer Graphics and Interactive Technologies, Los Angeles, USA.
“Although not included in the program used in this study, recent developments with
this medium include the use of 360-degree cylindrical panoramic images. For
Example, Apple Computer’s QuickTime VR clips can handle simple panning, tilting,
and zooming about given viewpoints (reference).” In Kearney et al 2001.
Cronin, M. and Cronin, K. (1992). Critical analysis of the theoretic foundation of interative
video instruction. Journal of Computer based Instruction, 19, 37-41.
10
Satellite Shelving Facility, LB1028.5 .J54 V11-V20, 1984-1993
“Although Cronin and Cronin note that few theorists have identified the unique
instructional advantages if interactive video instruction, one can imagine that being
able to replay a video recreation of a motion event while watching a synchronized
graph would help students make the cognitive link between the two.” In Beichner
1996.
diSessa, A., Hammer, D., Sherin, B. and Kolpakowski, T. (1991). Inventing graphing:
Meta-representational experience in children. Journal of Mathematical Behavior, 10,
117-160.
“The most similar research to ours along these tow dimensions – students making ther
own graphs of rich, replayable phenomena – is deSessa et al.’s (reference) study of
student’s inventing graphing. In that work, students wrote Boxer programs to
simulate various real life motions such as a book shoved across a desk. Then, I the
course of several days, they invented a variety of graphical representations for a
particular motion the called ‘the desert motion’…”. In Boyd and Rubin 1996
Ducas, T. (1993). Active video: the promise of AVID Learning. Journal for College
Science Teaching, 23(3), 166-172.
“A few educators have recognized this potential aready and have been using video to
record and lay back motion experiences, primarily in university classes (eg.
Reference). In general, they have used VCRs that can play video one frame at a time,
stopping the motion at each frame so that student can record the position of objects.
In the mode, objects’ positions can be recorded on acetate placed over the screen,
measured and graphed, creating an experience from which students can make
connections between specific parts of the motion and particular pieces of the graph.
This frame by frame manual data recording method works for a while, but it is
tedious and prone to measurement and graphing errors.” In Boyd and Rubin 1996.
Duit, R., & Confrey, J. (1996). Reorganizing the curriculum and teaching to improve
learning in science and mathematics. In D. F. Treagust, R. Duit, and B. J Fraser
(Eds.), Improving teaching and learning in science and mathematics (pp. 79-93).
New York and London: Teachers College Press.
“Finally, the digital video medium can be used to include realistic, non-laboratory
contexts for the students to consider. Fro example, one clip used in this study shows
footage of an asronaut on the moon. Such real-life scenarios can make science more
relevant to the students’ lives (reference) and help students build links between their
prior experiences and abstract models and principles of physics.” In Kearney etal
2001.
Edgerton, H. (1987). Stopping Time: The Photographs of Harold Edgerton. New York:
Harry N. Abrams Inc.
11
(could be used as a pre-cursor for interactive video, or video-based laboratories)
Enger, J. (1976). Teaching introductory chemistry with videocassette presentations. (Report
No. 362). Urbana, Il: Illinois University. Office of Instructional Resources. (ERIC
Document Reproductions Service No. ED 135 362.
“Research has shown (references) that video media provides for (a) the capture of
uncommon and hard-to-duplicate material and phenomena; (b) the ability to easily
present static and moving material; (c) the alteration of visual, auditory and temporal
characteristics of material and phenomena; and (d) the opinion to incorporate
animation for added clarity.” In Harwood and McMahon, 1997
Escalada, L. T., Grabhorn, R., and Zollman, D. A. (1996). Applications of interactive digital
video in a physics classroom. Journal of Educational Multimedia and Hypermedia,
5, 73-97.
LB1028.5 .J556 V1-present, 1992-present.
“Interactive video, like MBL, can produce real-time graphs of the motion of the
objects being investigated. Unlike MBL, however, interactive video can analyze
complex two-dimensional motion such as the motion of a cannonball fired froma
projectle launcher (Reference). Unlike MBL, interactive video allows students to
observe real-time graphs of the data being collected at the same time the video of the
event is shown (Chaudhury & Zollman, 1994). Use of interactive video can eliminate
the need for special experimental apparatus connecting wires to computer interfaces,
and setting up photogates or sonic rangers typically found in MBL situations, so that
students can focus on analyzing the data rather then on the apparatus (Graney and
DiNoto, 1995).” In Escalada and Zollman, 1997.
“The digital format also allows direct manipulation of the video images-frequently
call video or image processing. The appropriate software, students can combine
imatges from different video frames and modify the presention of motion on the
screen. These techniques have been used on concrete representations similare to the
space-time diagrams used in the Theory of Relativity, and to change syntheticall the
reference frame from which students view the event (reference, Chaudhury &
Zollman, 1994).” In Escalada and Zollman 1997.
Escalada, L., and Zollman, D. (1997). An investigation on the effects of using
interactive digital video in a physics classroom on student learning and
attitudes. Journal of Research in Science Teaching, 34(5), 467-489.
Q181.A1 J68 & NCSU e-journal V33, 1996-present.
“Finally, the digital video medium can be used to include realistic, non-laboratory
contexts for the students to consider. For example, one clip used in this study shows
footage of an astronaut on the moon. Such real-life scenarios can make science more
relevant to the students’ lives (other references) and help students build links between
their prior experiences and abstract models and principles of physics (reference).” In
Kearney etal 2001.
12
“There is debate about the effectiveness of video as a medium to support student
learning compared with real, hands-on laboratory experiences. Discussions on using
Microcomputer based and video-based resources can be found in (references)”. In
Rodrigues etal 2001
Fleming, M. (1987). Title. In Instructional Technology: Foundations. Hillsdale NJ:
Erlbaum, 233-260.
“According to Fleming, ‘Side-by-side placement invites comparison. Critical
information is contrasted between the two, increasing its saliency’ (p.245)”. In
Beichner 1996.
Gable, D. L. and Bunce, D. M. (1994). Research on problem solving: Chemistry. In D.L.
Gable (Ed.) Handbook of research on science teaching and learning (pp. 301-326).
New York: Macmillan
“Most recently, video technology has been called on by Gable and Bunce (reference)
to assist in the chemistry classroom, because many teachers lack the correct
conceptual understanding of a chemistry topic needed to teach it. These researchers
assert that quality technology may play an important role in the teaching-learning
process of chemistry to aid teachers in facilitating he construction of sound chemistry
conceptual frameworks among their students.” In Harwood and McMahon 1997
Gable, D. (1993). Journal of Chemical Education, 70, 193-194.
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“Gable (reference) attributed the difficulties novices have in developing conceptual
understanding in chemistry to one of three cases…Second, if chemistry teaching
occurs at the macroscopic, microscopic, and symbolic levels, ‘insufficient
connections are made between the three levels and the information remains
compartmentalized in long-term memories of students.’” In Russell et al. 1997
Graney, C.M., and DiNoto, V.A. (1995). Digitized video images as a tool in the physics lab.
The Physics Teacher, 33, 560-463.
“Interactive video, like MBL, can produce real-time graphs of the motion of the
objects being investigated. Unlike MBL, however, interactive video can analyze
complex two-dimensional motion such as the motion of a cannonball fired froma
projectle launcher (Eacalada, Grabhourn, & Zollman, 1996). Unlike MBL,
interactive video allows students to observe real-time graphs of the data being
collected at the same time the video of the event is shown (Chaudhury & Zollman,
1994). Use of interactive video can eliminate the need for special experimental
apparatus connecting wires to computer interfaces, and setting up photogates or sonic
rangers typically found in MBL situations, so that students can focus on analyzing the
data rather then on the apparatus (Reference)”. In Escalada and Zollman, 1997.
13
Harwood, W., and McMahon, M. (1997). Effects of integrated video media on student
achievement and sttitudes in high school chemistry. Journal of Research in
Science Teaching, 34(6), 617-631.
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“However, video can help expose students to such phenomena and overcome these
traditional barriers by showing dangerous, difficult, expensive or time consuming
demonstrations not normally possible in the laboratory (reference). “ In Kearney etal
2001.
“According to Harwood and McMahon (reference), user centered interactive
environments could encourage students to become proctive learners.” In Rodrigues
etal 2001.
Hodson, D. (1998). Taking practical work beyond the laboratory. Guest Editorial,
International Journal of Science Education, 20(6), 629-632.
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“Hodson (reference) also suggests that practical work need not necessarily take place
in a laboratory and claims that it may be more effective to deploy computer-based
learning, fieldwork or museum-based studies.” In Rodregues etal 2001.
Hoffer, T., Radke, J., and Lord, R. (1992). Qualitative/quantitative study of the effectiveness
of computer-assisted interactive video instruction: The hyperiodic table of elements.
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“Laboratory experience that uses hands-on inquiry has been considered one of the
most effective methods for learning about science and developing the higher-order
thinking skills necessary to ‘do’ science (reference; Shymansky, Kyle, & Alport,
1983). Shymansky et al. reported that students in such courses generally had better
attitudes toward learning about science and toward scientists; better higher-level
intellectual shills such as critical and analytical thinking, problem solving, creativity,
and process skills; as well as a better understanding of science concepts compared to
students in courses that do not use hands-on inquiry.” In Escalada and Zollman
1997.
Hulse, S, Egeth, H. and Deese, J. (1980). The psychology of learning. New York: McGrawHill
“The brain’s working memory has a limited capacity and retention time.” In
Beichner 1996. Beichner goes on to state “The simultaneous presentation of even
tand graph makes the most of the cognitive facilities available and should make it
easier to transfer the event-graph unit (now linked together) into long-term memory
as a single entity.”
14
Jonassen, D., and Reeves, T. (1996). Learning with technology: Using computers as
cognitive tools. In D. Jonassen (Ed.), Handbook of research on educational
communications and technology (pp. 693-719). New York: Simon and Shuster
Macmillan.
“Finally, the digital video medium can be used to include realistic, non-laboratory
contexts for the students to consider. Fro example, one clip used in this study shows
footage of an astronaut on the moon. Such real-life scenarios can make science more
relevant to the students’ lives (reference) and help students build links between their
prior experiences and abstract models and principles of physics (other reference).” In
Kearney etal 2001.
Kelly, G.J., and Crawford, T. (1996). Students’ interaction with computer representations:
Analysis of discourse in laboratory groups. Journal of Research in Science Teaching,
33( ), 693-707.
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“The use of MBLs allows students to quickly acquire, manipulate, and analyze realtime data which can be viewed in multiple representations such as events, graphs
tables, and equations (reference).” In Escalada and Zollman 1997.
Kozma, R. (2000). The use of multiple representations and the social construction of
understanding in Chemistry. In M. Jacobson and R. Kosma (Eds), Innovations in
science and mathematics education. Adveanced designs for technologies of learning.
A constructivism perspective (pp.11-46). Hillsdale, NJ: Lawrence Erlbaum.
“Our human ‘window’ into the natural and physical world is limited and much
phenomena and interest to the science community exists as scales beyond our
temporal, perceptual or experiential limits (reference).” In Kearney etal 2001.
Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61, 179211.
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“In addition, an argument was posed by Clark (1983) that is is not media’s influence
on learning that should be studied. Clark argued that it is not media that caused the
proposed changes in learning; he contended that media are merely vehicles to deliver
instruction. Clark believed that media and associated attributes only influence the
way learning is delivered. In contradiction to Clark, Kosma (ref) offered the
argument that we must continue to investigate instructional technology because it is
the dynamic union of the learner working with the medium that is important.
Depending on the learner and the medium, the construction of knowledge will vary.
Kozma’s belief are further supported and extrapolated by research work conducted on
situated cognition. Brown, Collins, and Duquid (1989) proposed that knowledge is
situated. That is, it is bound to any activity, context, or culture in which it is
15
developed. If this is true, then the learner and the learning are heavily influenced and
affected by the instruction use of media.” In Harwood and McMahon 1997.
Kozma, R., Russell, J., Jones, T., Marx N., Davis, J. (1995). In Vosniadou, R. DeCorte, Elk
and Mandel, H. (Eds.) International Perspective on the Psychological Foundations of
Technology based learning environments. Hillsdale NJ: Erlbaum, 41-60.
“Multiple, coordinated representations can help student move progressively to more
sophisticated mental models of scientific phenomena (White and Frederickson, 1987;
White, 1993; Reference)”. In Russell et al. 1997.
Kulik, J.A., Kulik, C.L., and Cohen, P. A. (1980). Effectiveness of computer-based
college teaching: A meta-analysis. Review of Educational Research, 50(4), 525544.
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“Most recently, video technology has been called on by Gable and Bunce (1994) to
assist in the chemistry classroom, because many teachers lack the correct conceptual
understanding of a chemistry topic needed to teach it. These researchers assert that
quality technology may play an important role in the teaching-learning process of
chemistry to aid teachers in facilitating he construction of sound chemistry conceptual
frameworks among their students. Studies to the contrary revealed that when novelty
effects, teacher differences, and environment are controlled, significant difference
proposed by the integration of media use into instruction all but disappear
(reference).” In Harwood and McMahon 1997
Laws, P. W. (1991). Calculus-based physics without lectures. Physics Today, 24( ), 24-31.
“The computer-based video technology used in Workshop Physics collects and
analyzes two-dimensional motion data that were recorded on videodisc and studentgenerated videotapes (reference).” In Escalada and Zollman 1997
Laws, P. W., and Cooney, P. J. (1996). Constructing spreadsheet models of MBL and video
data. AAPT Announcer, 25, 32.
“A variety of visualization techniques associate with this technology have been
developed and are available for the student to play back and analyze the motion of
objects in video (Escalada et al, 1996; Beichner, 1996; reference; Patterson, 1996;
Wilson & Redish, 1992). This type of computer-based video technology, when used
in the science classroom, is called video-based laboratory (Rubin, 1993).” In
Escalada and Zollman 1997
Levin, S.R. (1991). The effects of interactive video enhanced earthquake lessons on
achievement of seventh-grade earth science students. Journal of Computer-Based
Instruction, 18, 125-129.
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“A multitude of studies have sought to capture achievement effects following the use
of television or video instruction with students of all ages (McNeil and Nelson, 1991).
However, many of the studies investigated only the total replacement of live
instruction with videotape/videodisk instruction. Results of these studies did show an
initial increase in student motivation among students within the videotape/videodisc
treatment and students’ achievement (Reeves, 1986, reference).” In Harwood and
McMahon 1997.
Madian, J. (1995). Multimedia – why and why not? The Computing Teacher, 22(5), 16-18.
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“There has been strong criticism of passive multimedia use in science classrooms
(reference with others).” In Kearney et al 2001.
Mayer R. and Anderson R. (1992). The instructive animation: Helping students build
connections between words and pictures in multimedia learning, Journal of
Educational Psychology, 84 ( ), 444-452.
“Mayer and Anderson’s discussion of dual coding theory observes that verbal and
visual learning are quite different. We might suspect that graphical representation of
data has some aspects of verbal instruction since a sort of language is being used to
present ideas in a concise manner.” In Beichner 1996.
McNeil, B. J., and Nelson, K. R. (1991). Meta-analysis of interactive video instruction: A
10-year review of achievement effects. Journal of Computer-Based Instruction, 18, 16.
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“Studies showing the effectiveness of interactive video instruction illustrate that this
can be used to advantage in educational settings”, ‘this’, being that people naturally
pay attention to motion and are able to perceive slight changes in the position of very
small objects even in complex backgrounds (Hendee, 1993). In Beichner 1996.
“A multitude of studies have sought to capture achievement effects following the use
of television or video instruction with students of all ages (Reference). However,
many of the studies investigated only the total replacement of live instruction with
videotape/videodisk instruction. Results of these studies did show an initial increase
in student motivation among students within the videotape/videodisc treatment and
students’ achievement (Reeves, 1986, Levin, 1991).” In Harwood and McMahon
1997.
Patterson, E. T. (1996). Using “homemade” tools to analyze digital video. AAPT
Announcer, 25( ), 87.
“A variety of visualization techniques associate with this technology have been
developed and are available for the student to play back and analyze the motion of
objects in video (Escalada et al, 1996, Beichner 1996, Laws & Cooney 1996;
17
reference; Wilson & Redish, 1992). This type of computer-based video technology,
when used in the science classroom, is called video-based laboratory (Rubin, 1993).”
In Escalada and Zollman 1997
Pearce, J. M. and Livett, M. K. (1997). Real-world physics: A Java-based web environment
for the study of physics, in: Proceedings of AusWeb97, Brisbane, July
“In 1996 the Committee for the Advancement of University Teaching funded a
project called Real-World Physics to develop an online resource to aid the teaching of
physics to first year undergraduate students (reference). A component of the RealWorld Physics environment is a video analysis Java applet called Motion Workshop.”
In Rodriguez etal 2001.
Perry B. and Obenauf, P. (1987). The acquisition of notions of qualitative speed: The
importance of spatial and temporal alignment. Journal of Research in Science
Teaching, 24( ), 553-565.
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“Perry and Obenauf suggest that this temporal alignment is important to reason about
motion.” In Beichner 1996, referring to the link between the video and the graph.
Redish, E.F., Saul, J.M. and Steinberg, R. N. (1997). On the effectiveness of activeengagement microcomputer-based laboratories. American Journal of Physics,
65, 45-54.
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“There is debate about the effectiveness of video as a medium to support student
learning compared with real, hands-on laboratory experiences. Discussions on using
Microcomputer based and video-based resources can be found in (references)”. In
Rodrigues etal 2001
Reeves, T.C. (1986). Research and evaluation models for the study of interactive video.
Journal of Computer-Based Instruction, 13, 102-106.
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“A multitude of studies have sought to capture achievement effects following the use
of television or video instruction with students of all ages (McNeil and Nelson, 1991).
However, many of the studies investigated only the total replacement of live
instruction with videotape/videodisk instruction. Results of these studies did show an
initial increase in student motivation among students within the videotape/videodisc
treatment and students’ achievement (Reference, Levin, 1991).” In Harwood and
McMahon 1997.
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Rieber, L. and Kini, A. (1991). Theoretical foundations of instructional applications of
computer-generated animated visuals. Journal of Computer-Based Instruction, 18( )
83-88.
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“Utilizing these two modes simultaneously (in fact, synchronously) should be an
effective means of instruction.” In Beichner 1996.
Rodrigues, S. (1997). The role of information technology in secondary school science: An
illustrative review, School Science Review, 79(287), 35-40.
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“Support for the uses of ICT tools has been argued in terms of reducing the monotony
of repetitive experiments (reference)…Rodrigues suggests that a benefit of a data
logger with respect ot conventional classroom measurement activities lies in the
meaurement of quantities that normally warrant complex calculations”. In Rodrigues
etal 2001
Roth, W., McRobbie, C., Lucas, K., and Boutonne, S. (1997). Why may students fail to
learn from demonstrations? A social practice perspective on learning in physics,
Journal or Research in Science Teaching, 34(5), 509-533.
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“The process of making an observation requires interpretation arision from one’s
prior experiences of the world (reference). Hence students’ observations alone can
provide a window into their own personal views and ideas.” In Kearney etal 2001.
Rubin, A. (1993). Video laboratories: Tools for scientific investigation. Communications of
the Association of Computing Machinery, 36, 64-65.
“A variety of visualization techniques associate with this technology have been
developed and are available for the student to play back and analyze the motion of
objects in video (Escalada et al, 1996, Beichner, 1996, Laws & Cooney 1996;
Patterson, 1996; Wilson & Redish, 1992). This type of computer-based video
technology, when used in the science classroom, is called video-based laboratory
(reference).” In Escalada and Zollman 1997
Rubin, A. (1994). Annual Report on the View Project. Unpublished document, Cambridge:
TERC.
Savenye, W.C., and Strande, E. (1989). Teaching science using interactive videodisk:
Results of the pilot year evaluation of the Texas Learning Technology Group project.
Paper presented at the annual meeting of the Association for Educational
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Communications and Technology. Dallas, TX. (ERIC Document Reproduction
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“Research has shown (references) that video media provides for (a) the capture of
uncommon and hard-to-duplicate material and phenomena; (b) the ability to easily
present static and moving material; (c) the alteration of visual, auditory and temporal
characteristics of material and phenomena; and (d) the opinion to incorporate
animation for added clarity.” In Harwood and McMahon, 1997
Shuell, T. (1986) Cognitive conceptions of learning. Review of Educational Research,
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“More generically, Shuell notes that ‘Contiguity (the proximity of the two events) is
well established as one of the fundamental variables affecting traditional types of
learning (p 426)”. In Beichner 1996.
Shymansky, J., Kyle, Wlk and Alport, J. (1983). The effects of new science curricula on
student performance. Journal of Research in Science Teaching, 20( ), 387-404.
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“Laboratory experience that uses hands-on inquiry has been considered one of the
most effective methods for learning about science and developing the higher-order
thinking skills necessary to ‘do’ science (Hoffer, Radke, & Lord, 1992; Reference).
Shymansky et al. reported that students in such courses generally had better attitudes
toward learning about science and toward scientists; better higher-level intellectual
shills such as critical and analytical thinking, problem solving, creativity, and
process skills; as well as a better understanding of science concepts compared to
students in courses that do not use hands-on inquiry.” In Escalada and Zollman
1997.
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“Hence interactive digital video makes possible the detailed observation of both
interesting laboratory or real-life events and is considered an important technology in
the area of computer-based learning in science (reference).” In Kearney etal 2001
Wilson, J.M., and Redish, E. F. (1992). The comprehensive unified physics learning
environment, part I: Background and system operation. Computers in Physics, 6,
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“A variety of visualization techniques associate with this technology have been
developed and are available for the student to play back and analyze the motion of
objects in video (Escalada et al, 1996, Beichner, 1996, Laws & Cooney 1996;
20
Patterson, 1996; reference). This type of computer-based video technology, when
used in the science classroom, is called video-based laboratory (Rubin, 1993).” In
Escalada and Zollman 1997
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“There has been strong criticism of passive multimedia use in science classrooms
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“Placing acetate transparency on a video screen and stip through a motion video one
frame at a time, marking the changing positions of objects on the screen. After taking
measurements from these marks, his students can then create kinematics graphs
which describe motion.” From Beichner (1996).
“Thus, the random-access videodisc has played a prominent role in interactive video
instruction by providing students with already captured video for collecting data.
These video sequences often represent interesting physical phenomena that are not
easily reproduced for simulated in the laboratory. Several techniques and videodiscs
for this type of data collection and interaction have been developed (reference).” In
Escalada and Zollman 1997.
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“This approach uses students’ experiences of motion, among other things, as a basis
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In Boyd and Rubin, 1996
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“Interactive digital video offers the means to help students make connections between
concrete, everyday experiences and the abstract models and general principles of
physics. By using analysis tools on video scenes, students can collect quantitative
date from complex events. They may use these data to create a simplified model of
the event (reference).” In Escalada and Zollman 1997.
21
Mental Models
Bunce, D., Gable, D., Samuel, J. (1991). Title. Journal of Research in Science Teaching, 28(
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“Many novices us a problem’s surface features to scroll through a ‘mental Rolodex’
of equations and similar problems from text, lectures, and homework until a closest
match is found to use for a quantitative solution to the problem (reference).” In
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“Chemists have extensive and self-consistent mental models of chemical concepts
and phenomena, which allow the recognition of general classifications of prolems and
applications of appropriate concepts, theories, and fac ual information to new
situations (reference; Larkin, 1983)”. In Russell et al. 1997
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“Novice students have incomplete and inconsistent mental models and often represent
scientific problems by their surface features in disconnected fragments not integrated
by formal relationships (Larkin, 1983; diSessa, 1988; Reference; McCoskey, 1983).”
In Russell et al. 1997
diSeessa, A. (1988) In Forman, G.and Pufall, P. (Eds.) Constructivism in the Computer
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“Novice students have incomplete and inconsistent mental models and often represent
scientific problems by their surface features in disconnected fragments not integrated
by formal relationships (Larkin, 1983; Reference; Clement, 1983, McCoskey, 1983).”
In Russell et al. 1997
Larkin, J. (1983) In Genter, D and Stevens, A. (Eds). Mental Models. Hillsdale, NJ:
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“Chemists have extensive and self-consistent mental models of chemical concepts
and phenomena, which allow the recognition of general classifications of prolems and
applications of appropriate concepts, theories, and fac ual information to new
situations (Chi, Feltovich, and Glaser, 1981; reference)”. In Russell et al. 1997
“Novice students have incomplete and inconsistent mental models and often represent
scientific problems by their surface features in disconnected fragments not integrated
by formal relationships (Reference; diSessa, 1988; Clement, 1983, McCoskey,
1983).” In Russell et al. 1997
22
McCoskey, J. (1983). In Genter, D and Stevens, A. (Eds). Mental Models. Hillsdale, NJ:
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“Novice students have incomplete and inconsistent mental models and often represent
scientific problems by their surface features in disconnected fragments not integrated
by formal relationships (Larkin, 1983; diSessa, 1988; Clement, 1983, reference).” In
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(Reference; Nakhleh and Mitchell, 1993; Paselk, 1994).”
Nakhleh, M. and Mitchell, R. J. (1993). Journal of Chemical Education, 70, 190-192.
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Turner, K. (1990). Journal of Chemical Education, 67, 954-957.
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problems.’” In Russell et al. 1997
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“Multiple, coordinated representations can help student move progressively to more
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“Multiple, coordinated representations can help student move progressively to more
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DESCRIPTIVE AND REVIEW ARTICLES REFERENCES
Probeware
Digital Video
Interactive Video Analysis
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