Constructivism as a referent in the design and development of a computer program using interactive digital video to enhance learning in physics
AbstractThis paper describes the fruitful interaction between educational research on constructivism and the development and use of a multimedia computer program. The software uses interactive digital video clips to present sixteen real world demonstrations to Physics students. It is designed to be used by pairs of students to elicit their pre-instructional conceptions of Force and Motion and encourage discussion about these views. A predict-observe-explain (POE) strategy is used to structure the learners' engagement with the video clips. The choice and sequence of the video clips, as well as the multiple choice options available to students in the prediction phase of each task was informed by misconception research in physics education. All multiple choice selections and written responses made by users are recorded automatically in a text file on the computer hard drive.
Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in AJET can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. 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.
This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.