About this paper

Appears in:
Pages: 833-838
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

THE UTILIZATION OF A MULTI-FRAMES VIDEO SYSTEM IN THE TEACHING AND LEARNING OF SCIENCE

R. Jaafar, S. Kadri, B. Roszairi, B. Shahrudin, W.Z. Adli, R. Samad

Universiti Pendidikan Sultan Idris (MALAYSIA)
In this paper, we describe a new and innovative teaching approach utilizing a multi-frames video system specifically designed for science experiments. In this system, four Charge Coupled Device (CCD) cameras are used to document the experimental set-up and to record the activities and readings of meters used in the experiment. We edit the multi-frames video recordings and later integrated it with other forms of digitalized teaching materials. We called the video clip as Visualization Approach Teaching Aid or VATA for short. Students can use the VATA video clips in its original form or turn it into a Microsoft’s Power-point presentation. There are three ways to use the VATA video clips; as a virtual laboratory, a student-centered learning module or as a teacher-centered teaching module. When we use it as a virtual laboratory, we first list all the apparatuses or equipments used to introduce the experiment. As students play-back the VATA video clips, they should follow the experimental activities, similar to what they normally do in any real-time experiment. These include collecting data, tabulating data, analyzing data and making the appropriate conclusion about the result. Students also write a report about the virtual experiment. Meanwhile, when we want the students to use the VATA video clips as a student-centered module, we integrated the video clips into the module with the Microsoft’s Power Point as its main platform. The integrated module contained selected science topics and their related activities that were hyper-linked to the VATA video clips within the Power-point mechanism. Finally, when the VATA video clips are used as a teacher-centered module, the teacher will simply play-back the VATA video clips in their classroom. The teacher will treat the video clips as their teaching aid. During which time, the teacher explain or ask questions about the experiment to enhance the students’ understanding about science.
@InProceedings{JAAFAR2012UTI,
author = {Jaafar, R. and Kadri, S. and Roszairi, B. and Shahrudin, B. and Adli, W.Z. and Samad, R.},
title = {THE UTILIZATION OF A MULTI-FRAMES VIDEO SYSTEM IN THE TEACHING AND LEARNING OF SCIENCE},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {833-838}}
TY - CONF
AU - R. Jaafar AU - S. Kadri AU - B. Roszairi AU - B. Shahrudin AU - W.Z. Adli AU - R. Samad
TI - THE UTILIZATION OF A MULTI-FRAMES VIDEO SYSTEM IN THE TEACHING AND LEARNING OF SCIENCE
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 833
EP - 838
ER -
R. Jaafar, S. Kadri, B. Roszairi, B. Shahrudin, W.Z. Adli, R. Samad (2012) THE UTILIZATION OF A MULTI-FRAMES VIDEO SYSTEM IN THE TEACHING AND LEARNING OF SCIENCE, EDULEARN12 Proceedings, pp. 833-838.
User:
Pass: