Emotional Effects of Observational Learning in Science Experiments Using Video Clips Recorded by Network Cameras PROCEEDINGS
Toshio Mochizuki, Itsuo Hatono, Information Science and Technology Center, Kobe University, Japan ; Sanae Tachibana, Masaji Fujimoto, Shin-ichi Kamiyama, Tomokazu Yamamoto, Sumiyoshi Elementary School Attached to Faculty of Human Development, Kobe University, Japan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Increase in the number of children who are not fond of science has become one of the major social issues in education in Japan. This paper proposes the teaching of science experiments using video clips recorded by network cameras. The authors used a video clip generation system on a website for a unit of a science class in an elementary school. By comparing data of a questionnaire for this class with another class where the system was not applied, significant effects were observed in emotional dimensions such as fullness of learning, attitude, and motivation in learning the corresponding unit. Post-interviews of some children who watched video clips in observational learning showed that they felt comfortable and productive during their learning because of the authentic nature and controllability in observation.
Mochizuki, T., Hatono, I., Tachibana, S., Fujimoto, M., Kamiyama, S.i. & Yamamoto, T. (2005). Emotional Effects of Observational Learning in Science Experiments Using Video Clips Recorded by Network Cameras. In G. Richards (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 375-380). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 AACE