Using instructional videos to improve physics education

Authors

  • Christoph Kulgemeyer University of Bremen

Abstract

Instructional videos are widely popular on platforms like YouTube. Students watch them for various purposes, including to prepare for exams, to repeat topics they did not understand, or simply for entertainment. However, there is a lot of evidence from recent studies that just watching an instructional video often fails. If they are not embedded in ongoing cognitive activities and designed poorly, they can even do more harm than good for learning physics. The workshop offers learning opportunities for analyzing the quality of instructional videos and for applying guidelines on how to deal with instructional videos in physics education. The main principle is simple: instructional videos are certainly not teaching – but they could become a part of well-designed instruction if teachers use them cautiously.

Intended Audience: University and Secondary School Educators

Author Biography

Christoph Kulgemeyer, University of Bremen

Christoph Kulgemeyer is a full professor of physics education at the University of Bremen, Germany. After obtaining his PhD in  Bremen, he worked as a high school teacher for physics and German language and literature before returning to the University of Bremen as a researcher in physics education. He went to the Universities of Osnabrück and Kassel and rejected several professorships at German universities before joining the University of Paderborn as a full professor in 2020. In 2022 he returned to the University of Bremen as the chair of physics education. He works on physics teachers’ professional knowledge, instructional explanations, and reflection skills. His latest work focuses on how to learn effectively using physics explainer videos.

Downloads

Published

2022-11-25

Issue

Proceedings of the IUPAP International Conference on Physics Education 2022

Section

Workshop Abstracts

License

Authors who publish with the Proceedings of the International Conference on Physics Education 2022 agree to the following terms:

a) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

b) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

c) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access - http://opcit.eprints.org/oacitation-biblio.html).

Privacy Statement The names and email addresses entered in the Proceedings of the International Conference on Physics Education 2022 site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.