Abstract:

This paper describes research results of using video analysis based tasks in the educational process of the students at the University of Žilina. We represent the research methodology, the form of results´ processing and their evaluation. The attention is paid mostly to university students and their knowledge of physics. Our findings have revealed absence of basic knowledge in the field of physics.

The role of students in video analysis is to realize necessary physical characteristics, to choose a suitable way to a problem solution and from the relations among physical quantities to find a solution to a task. The tasks can be considered being the problem solving tasks with a well-defined problem and according to Bloom´s taxonomy of cognitive domain they require higher level solution – mostly application, analysis and synthesis. On the other hand, it is also possible to demonstrate students, by a simple mathematical analysis, the use of integrals and derivatives in physics. The use of video analysis based tasks in physics can significantly affect the differences in the knowledge when students solving traditional tasks from printed textbook.

Using the method of video analysis by interactive program Tracker the level of knowledge of students can be increased and some misconceptions can be eliminated.

Keywords:

Program Tracker, interactive lectures, STEM education.