Introducing video analysis in the Physics classroom : teaching linear motion through an innovative, hands-on pedagogy

Abstract

Research shows that students should be provided with opportunities to be involved in the active process of learning. The aim of this study was to investigate whether video analysis supports the students’ learning and their motivation. For this study, two state schools were chosen, one of which was a boys’ school and the other a girls’ school. The investigation was carried out with one Physics teacher and two classes from each school. The topic chosen for this study was ‘Linear Motion’. In particular, the topic of distance-time and speed-time graphs was presented to students. All the lessons that included video analysis as a resource were recorded and observed. One-to-one interviews were conducted with the teachers to investigate their experience using video analysis in a lesson. Four focus groups consisting of five students from the chosen classes were set up to get an insight about their learning experience. Moreover, four other interviews were conducted with teachers from other schools, to get their feedback on the video analysis resource pack. Most of the teachers involved in the study regarded video analysis as a useful resource to the teacher’s repertoire of classroom resources. Students enjoyed the videoing aspect and the computer generated graphs seem to have helped their analyses of these graphs. The results however show that such a tool is not valuable unless implemented in an effective manner during lessons.