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Teaching with Web-Based Videos: Helping Students Grasp the Science in Popular Online Resources
ARTICLE

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Science Teacher Volume 76, Number 1, ISSN 0036-8555

Abstract

Today, the use of web-based videos in science classrooms is becoming more and more commonplace. However, these videos are often fast-paced and information rich--science concepts can be fragmented and embedded within larger cultural issues. This article addresses the cognitive difficulties posed by many web-based science videos. Drawing on concepts from media literacy education, the authors provide strategies to reduce cognitive issues and enrich students' understanding. These strategies support the development of science literacy as described in the "National Science Education Standards" (NRC 1996), and help students learn to identify science concepts embedded in web resources and popular media. (Contains 3 figures.)

Citation

Pace, B.G. & Jones, L.C. (2009). Teaching with Web-Based Videos: Helping Students Grasp the Science in Popular Online Resources. Science Teacher, 76(1), 47-50. Retrieved December 15, 2019 from .

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Cited By

View References & Citations Map
  • Digital Video and Teaching

    Lynn Bell & Glen Bull, University of Virginia, United States

    Contemporary Issues in Technology and Teacher Education Vol. 10, No. 1 (March 2010) pp. 1–6

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