New Perspectives in Science Education

Edition 14

Accepted Abstracts

Video Analysis to Scaffold Collaborative Inquiry Learning

José Ferreira-Bautista, Deparment of General Education and Basic Sciences, Simon Bolivar University (Venezuela, Bolivarian Republic of)

Manoli Pifarré Turmo, Department of Pedagogy and Psychology, Lleida University (Spain)


The current world is characterized by the complexity of the problems that people have to face, which is why people must have a series of skills that allow them to solve them. Therefore, the purpose of the present study is to evaluate how video analysis can help students in acquiring skills related to the scientific inquiry process while working collaboratively. In this case, 61 students enrolled in Theoretical Physics university course, out of who 23 belonged to the control group, and 38 to the experimental group. In this way, the students of the experimental group had to work as a team to solve a problem following the phases of the scientific inquiry, while the control group followed a traditional approach. Also, during the process, the experimental group received the support of teacher assistants, especially in data collection and processing phases where Tracker software was used to analyze the videos of the experiment. To evaluate the learning level of scientific skills, a test was applied before and after the intervention, where an experiment was proposed. One of the most outstanding results obtained was that, in the post-test, experimental group students showed some advance in the learning of scientific skills, whereas the control group hardly showed any advance. This might suggest that the traditional approach in the Physics theoretical courses excludes the scientific inquiry process, which makes it difficult for students to be able to solve problems related to real contexts.

Keywords: Physics Education, Scaffolding, Science Process Skills, Collaborative Learning, Problem Solving;


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