The conversational framework and the ISE “Basketball Shot” video analysis activity
Keywords:Digital artifact, inquiry-based learning, video capture, teaching conversational framework.
Inspiring Science Education (ISE) (http://www.inspiringscience.eu/) is an EU funded initiative that seeks to further the use of inquiry-based science learning (IBSL) through the medium of ICT in the classroom.
The Basketball Shot is a scenario (lesson plan) that involves the use of video capture to help the student investigate the concepts of speed, velocity and acceleration. Using the LoggerPro® programme from Vernier Software and Technology (http://www.vernier.com/products/software/lp/), video is captured of a player throwing a ball towards the basket. The ball does not reach the basket, but instead bounces on the floor and continues its motion. The concept of constant velocity, vectors, acceleration in two dimensions is therefore demonstrated. Moreover, a connection with mathematics is established where the relevancy of linear and quadratic equations are clearly demonstrated in the context of the motion of the ball. The effectiveness of this lesson plan is evaluated through the lens of the “Conversational Framework” underpinned by the five stage inquiry-based learning approach.
References Barton, R. (1997). Does data logging change the nature of children's thinking in experimental work in science? In B. Somekh & N. Davis (Eds.), Using Information Technology effectively in teaching and learning: studies in pre-service and in-service teacher education. London: Routledge. Barton, R., Still, C., & Barton, R. (2004). Planning, teaching and assessment using computer-aided practical work. Teaching secondary science with ICT, 52-68. Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. Harlen, W. (1999). Effective Teaching of Science. A Review of Research. Using Research Series, 21: ERIC. Harlen, W. (2010). IAP-International Conference: 'Taking Inquiry-Based Science Education (IBSE) into Secondary Education'. Paper presented at the IAP-International Conference, National Science Learning Centre, York 27-28th October 2010. Holliman, R., & Ross, S. (2011). Contemporary issues in science learning. Information and communications technolgy in science learning. (3rd ed.). Milton Keynes: The Open University. Jenkins, E. (2004). School science, citizenship and the public understanding of science. In E. Scanlon, P. Murphy, J. Thomas, & E. Whitelegg (Eds.), Reconsidering science learning. London: RoutledgeFalmer/The Open University. Laurillard, D. (2003). Rethinking the teaching of science. In R. Holliman & E. Scanlon (Eds.), Contemporary Issues in Science Learning: Mediating Science Learning through Information and Communications Technology. Abingdon, Oxon: RoutledgeFalmer/The Open University. Leach, J., & Scott, P. (2004). Designing and evaluating science teaching sequences. An approach drawing upon the concept of learning demand and a social constructivist perspective on learning. In R. Holliman & E. Scanlon (Eds.), Contemporary Issues in Science Learning: Mediating Science Learning through Information and Communications Technology. London/Milton Keynes: RoutledgeFalmer/The Open University. Linn, M. (2013). Using ICT to teach and learn science. In R. Holliman & E. Scanlon (Eds.), Contemporary Issues in Science Learning: Mediating Science Learning through Information and Communications Technology. Abingdon, Oxon: RoutledgeFalmer/The Open University. Murphy, P., Scanlon, E., & Lunn, S. (2009). SEH806 Contemporary issues in science learning: Learning and understanding science: issues and debates. Milton Keynes: The Open University. National, Research Council (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. The National Research Council, Washington D.C. November, A. C. (2012). Who owns the learning?: Preparing students for success in the digital age: Solution Tree Press Bloomington, IN. Osborne, J., & Hennessy, S. (2003). Literature review in science education and the role of ICT: Promise, problems and future directions. Retrieved from http://archive.futurelab.org.uk/resources/documents/lit_reviews/Secondary_Science_Review.pdf Reiss, M. (2004). What is science? Teaching science in secondary schools. In E. Scanlon, P. Murphy, J. Thomas, & E. Whitelegg (Eds.), Reconsidering Science Learning. London: RoutledgeFalmer/The Open University. Watson, R. J., Swain, J. R., & McRobbie, C. (2004). RESEARCH REPORT: Students' discussions in practical scientific inquiries. International Journal of Science Education, 26(1), 25-45. Rogers, L., & Barton, R. (2004). Integrating ICT into science education and the future. Teaching secondary science with ICT, 139-154. Watson, R. (2008). The role of practical work. In M. Monk & J. Osborne (Eds.), Good practice in science teaching. Milton Keynes: The Open University. Wellington, J. (2004). Has ICT come of age? Recurring debates on the role of ICT in education. In R. Holliman & E. Scanlon (Eds.), Mediating science learning through ICT (pp. 51-78). London: RoutledgeFalmer
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.