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Course Organization - Video Clips

C4.0 Introduction

Abstract

Welcome to the Video Clips project.

Digital media in the form of video clips are increasingly being used by Science teacher trainers to develop both the subject knowledge and pedagogical repertoire of student teachers within ITE courses. This section will contain a selection of videoclips in the main from Teachers' TV and UTube which have been used by tutors, in science lessons, for both primary and secondary ITE students.

If you have used a video clip in your sessions with trainees, please consider posting it in this section - there is a proforma for you to use. Please contact farru@aol.com either through the Forum or directly.

1.0 The Videoclip articles

As each article describing the use of videoclips is added we will add a summary of it to the list below:

2.0  Sources of videoclips

Videoclips are increasingly available from the internet (eg U-tube) and most of us are now able to make our own using a digital camera or even a mobile telephone. A fantastic resource for teachers comes from Teachers' TV: http://www.teachers.tv/ from where videos relating to professional issues and subject teaching and content can be downloaded. The material can then be edited if required to make teaching resources tailor made for your lessons.

Another potentially useful resource comes from the Vega Science Trust: http://www.vega.org.uk/. This provides a number of science teaching resources in the form of streaming video. A short description of some that are particularly useful in schools is given in the download following. 'The Science Network' http://thesciencenetwork.org/ provides a very useful source of lectures by and interviews with eminent scientists. Download c4.0_1.0b_the_science_studio provides details of the 'studio' section of this site as well as a brief description of the site.
Download c4.0_1.0a_vega_science_trust        
Download c4.0_1.0b_the_science_studio

4.1 Lesson Planning for Primary science - KS1

Illustrated by a lesson with a learning outcome "light is needed for us to see"
Submitted by Keith Ross, from a session given at University of Wales, Caerleon, in 2007 to PGCE primary students.
To go directly to this article, click here

Summary
This session on lesson planning uses a PowerPoint presentation to guide students though the planning process, then shows a video of a lesson (from Teachers' TV) to see the lesson stages in practice.
The video shows a lesson that is wonderfully ambitious but the essential message that light is needed for seeing does come through and is re-emphasised at the end.

4.2 Video-clips and Educational Research

This is illustrated by a video-clip of practical activities all related to evaporation, boiling and bubbles. This was submitted by Alan Goodwin (Previously Head of Sciences Education at Manchester Metropolitan University.
To go directly to this article, click here

Summary
These activities have been used to probe the understandings of trainee postgraduate science teachers in the Uk and a number of other counteries. The questions asked are detailed and the understandings of the author are made explicit. Significant changes in the author's understandings took place during the research. Full details of the resulting publications are provided.

4.3 Developing subject knowledge and pedagogy about Forces at KS1 and 2

Developing science subject knowledge creatively through the use of a video clip - Honda Cog Video
Submitted by Farhana Zaman, Primary Science Education Consultant, previously Senior Lecturer in Science Education Nottingham Trent University. Taken from a Year 2 Core Science session on developing science subject knowledge and pedagogy 2006-2007.
To go directly to this article, click here

Summary
This session was part of a course on developing subject knowldge for primary science, in this case, Forces. The video clip was used as an initiator to encourage a sense of awe and wonder in student teachers and to show how Forces impact on all aspects of our lives and that digital clips can be used in creative ways to enthuse and get students to think about relevant ways of starting science activities in the classroom.

4.4 Dialogic Teaching - forces

Submitted by Dan Davis
To go directly to this article, click here

Summary
This session uses a lecture and workshop format. In the lecture several digital video clips are used to help trainees to become familiar with dialogic teaching and elicitation as a strategy for developing learners' ideas about Forces. Through watching the video clips trainees will learn to categorise and distinguish between interactive /authoritative, and interactive/dialogic aspects of lessons. These workshop activities are detailed in the article and supported by downloads.

4.5 Light and Inclusion

Submitted by Kendra McMahon,  Senior Lecturer in Science Education at Bath Spa University.
To go directly to this article, click here.  

Summary
In this article both a lecture and workshop are used. The lecture format provides a platform for the introduction of general inclusive approaches to science through the area of light. Video clips of non western scientists' contribution to the science of seeing (Making Sense of Science) are utilised here and follow up workshop activities include opportunities for elicitation, discussion and a circus of  practical activities.

Published: 23 Nov 2008, Last Updated: 18 Sep 2009