Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their interest in science. Teachers across ten schools voluntarily agreed to implement the video hooks, and with their students (N = 128)
engage in a qualitative, observational methodology to ascertain their effect. Triangulated data was collected through teacher interviews (N = 10), structured lesson observation and researcher journal documentation. Results reveal that student reaction was instant and impactful with evidence of both triggered and maintained student interest.
Basic research is often misunderstood by the public and misconstrued by the media.
Try this role play to learn how research is funded and how basic research advances
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Public engagement in medicine has become more important in
promoting population health management and literacy. Medicine is a topic of great
societal importance, and many public engagement activities have been developed
to ...
