An Observational Narrative of Student Reaction to Video Hooks
Abstract
:1. Introduction
2. Video Hooks and Conceptual Framework
2.1. Setting the Context
2.2. Video Hook Design
2.3. Conceptual Framework: Interest, Attention, Engagement
2.3.1. Interest
2.3.2. Attention
2.3.3. Engagement
Emotional Engagement
Cognitive Engagement
3. Materials & Methods
3.1. Participants & Classroom Interventions
3.2. Data Collection Methods
- Factual and physical data: Teacher, Time and day of class, Year, School, Numbers in class (Boys/Girls), Location of class (Lab or classroom/other), Drawing of the layout of the classroom (plan), Specific topic being taught, Hook used, technology used to play hook, Time during class hook was used.
- Instruction/Pedagogy: Any teaching methods that linked to the hook used by teachers, before, during or after playing the video
- Students’ affective state: Student reaction just before hook, Student reaction during hook, Students reaction immediately post hook, Student reaction throughout the lesson post hook.
3.3. Ethical Consideration
3.4. Data Analysis
4. Results and Discussion
4.1. Triggered Student Reaction
Catherine: …like I heard one of the girls and I know she is extremely, extremely smart, she em, the bit about the Blu-Tak, she went ‘o my god, look at that…’(Interview IC15)
Yvette: When they see something different then it really gets them to kind of like, why did that happen and to get them I suppose, yeah generate their interest in the topic and wanting to find out more… That did not happen the way I thought it was going to happen.(Interview IY15)
James: There’s ones there like, say the centre of gravity one, they didn’t believe that one worked.(Interview IY15)
Yvette: They will kinda say, look it, you can see it there with your eyes, like, and its creating that conflict in their heads.(Interview IY15)
Aisling: but I think that’s it, I think it’s the fact that it is not the result they are expecting so they, they might think the oil will float, but most think that maple syrup will as well because it looks kind of similar, […] whereas when it doesn’t, they’re like, ‘why is that?’(Interview IY15)
Aisling: I mean they do see things sometimes and they will be like a no that’s not right or I don’t feel that’s the case…(Interview IA15)
Aisling: …they loved the density tower, o my god, they absolutely loved it, they thought it was really cool, and as I said they were kinda like, we want to do that.(Interview IA15)
Emma: a video is at face value, a video and whatever they get out of it […] I just didn’t expect them to be so into it’.(Interview IE115)
Many of the students sit up during the video, especially the ones on the back.(Observation ROR15)
The students are really paying attention during the video, they are sitting up in their chairs and they seem to be very interested. The students seem to be answering the questions that are placed on the screen and in the video, they sometimes look at each other and attempt to explain the answers to each other.(Observation ROC15)
Richard: Definitely attention…immediately afterwards you noticed that they were, they were, they got into the activity a lot quicker than they would have usually you know they would spend a bit of time and be half a chat and you would have a few minutes gone before everybody would be settled to it(Observation ROC15)
4.2. Maintained Student Reaction
Denise: Even then for homework I was giving an example of friction? and when I was going around looking at the copies some of them had said ‘if you put a knife into rice’ (referring to content from hook video).(Interview ID15)
Aisling: I mean the fact that they can actually relate the stuff they saw in the videos to a test that they did a week later, I mean, I mean that is showing a long-term impact and actually I could see based on their answers, they were referencing the video.(Interview IA15)
Emma: …well I had one massive impact and it was the energy conversion one, the weakest student in the class and eh, he was the person who came up with the can […] the next day and so, it has given him massive, I suppose the effect it had on him was massive because the rest of them know he’s very weak because it’s quite a strong class and he’s the weakest. He has, he is better at practical work and he’s so quiet and there he was coming in with the object that everyone else could use then.(Interview IA215)
Richard: …the level of the questions that they asked were much better than other lessons, I think the way that they, the way they worded their questions, maybe that they were just thinking about things more and that would be, not at all… be reflective of what you would usually get back…(Interview IR15)
Catherine: …what was even more interesting is what came from it (the hook), the questions that they had, like: what if?(Interview IC15)
The students are asking excellent questions. The questions were derived from the hook and are about forces.(Observation ROR15)
Yet, they are still working hard trying to do it (perform the experiment) in class […] they simply want to achieve a goal they have observed and prove it to themselves and the rest of the class.(Observation OD15)
In addition, everyone was able to make a prediction based upon their intuitive knowledge. Students let out shouts of ‘ya’ and ‘yes’ as they were proven correct.(Reflection ORA15)
Emma: I went through it (the hook) and they remembered every detail. They spotted even things like there was hot water put in, into the can, down to, they noticed that it was one third of the volume of the can that was put in.(Interview IE115)
Emma: They had a high level of knowledge and they were able to spot it all and they were able to apply other knowledge to the video, so it was consolidating all their knowledge.(Interview IE115)
One thing I couldn’t believe is how much information the students extracted from the video. They answered questions about the video more efficiently and faster than any other questions that were asked during class. The students knew every fact about the video, and I found it very surprising. For example, they remember all of the objects that dropped into the density tower, such as the ping pong ball and the nail.(Reflection ORC15)
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A. Teacher Interview Schedule
- What are your thoughts on the hooks project as a whole? (Do they work, worthy resource?)
- Describe the impact that the video hooks had on your teaching, if any?
- Can you describe the teaching strategy that you employed in association with the hook? (Why did you use this strategy?) (Has this strategy changed over the course of the project?)
- 4.
- What process do you go through when deciding on what videos to use in class?
- 5.
- How do you decide on how to use the video in class?
- 6.
- Do you use them as hooks or for other applications?
- 7.
- Would you have preferred to perform a live demo of the video hook content?
- 8.
- Describe the impact, if any, that the video hooks had on your students?
- 9.
- Were there any differences in the way hooks impacted on stronger vs weaker students?
- 10.
- The video hooks are designed to have an influence on attention, interest and engagement. Did you notice this influence over the course of the study or would you use another word to describe the impact?
- 11.
- How long do you think any impact lasted on the class?
- 12.
- The videos are characterised as hooks; do you think their main purpose is as a hook or do you think it could be used as a revision tool or a transition tool in class?
- 13.
- If you used the videos on a regular basis, do you think that the video hooks would work as a long-term method of developing sustained attention, interest or engagement in science or physics?
- 14.
- How would you improve the video hooks?
- 15.
- What are the worst features about the video hook design?
- 16.
- What are the best features about the video hook design?
- 17.
- If you could design you own video hook, what would you make and what would you include?
Appendix B. Student Observation Schedule
References
- Cian, H.; Marshall, J.; Qian, M. Inquiry Classroom Patterns of Student Cognitive Engagement: An Analysis Using Growth Curve Modeling. J. Sci. Teach. Educ. 2018, 29, 326–346. [Google Scholar] [CrossRef]
- Watkins, J.; Mazur, E. Retaining Students in Science, Technology, Engineering, and Mathematics (STEM) Majors. J. Coll. Sci. Teach. 2013, 42, 36–41. Available online: www.jstor.org/stable/43631580 (accessed on 3 June 2021).
- Guzey, S.S.; Roehrig, G.H. Integrating educational technology into the secondary science teaching. Contemp. Issues Technol. Teach. Educ. 2012, 12, 162–183. Available online: https://www.learntechlib.org/primary/p/39130/ (accessed on 3 June 2021).
- Tan, E.; Pearce, N. Open education videos in the classroom: Exploring the opportunities and barriers to the use of YouTube in teaching introductory sociology. Res. Learn. Technol. 2011, 19. [Google Scholar] [CrossRef]
- Zhang, D.; Zhou, L.; Briggs, R.O.; Nunamaker, J.F., Jr. Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Inf. Manag. 2006, 43, 15–27. [Google Scholar] [CrossRef]
- Roure, C.; Méard, J.; Lentillon-Kaestner, V.; Flamme, X.; Devillers, Y.; Dupont, J.P. The effects of video feedback on students’ situational interest in gymnastics. Technol. Pedagog. Educ. 2019, 28, 563–574. [Google Scholar] [CrossRef]
- McCauley, V.; Davison, K.; Byrne, C. Collaborative lesson hook design in science teacher education: Advancing professional practice. Ir. Educ. Stud. 2015, 34, 307–323. [Google Scholar] [CrossRef]
- McHugh, M.; McCauley, V. Designing Physics Video Hooks for Science Students. Phys. Educ. 2016, 51, 015015. Available online: http://iopscience.iop.org/article/10.1088/0031-9120/51/1/015015/meta (accessed on 3 June 2021). [CrossRef]
- McHugh, M.; McCauley, V. By Hook or by Crook: Designing physics video hooks with a modified ADDIE framework. J. Appl. Instr. Des. 2020, 9. [Google Scholar] [CrossRef]
- Santos Espino, J.M.; Afonso Suárez, M.D.; González-Henríquez, J.J. Video for teaching: Classroom use, instructor self-production and teachers’ preferences in presentation format. Technol. Pedagog. Educ. 2020, 29, 147–162. [Google Scholar] [CrossRef]
- Bakker, A.; van Eerde, D. An introduction to design-based research with an example from statistics education. In Approaches to Qualitative Research in Mathematics Education; Springer: Berlin/Heidelberg, Germany, 2014; pp. 429–466. [Google Scholar]
- Brown, A.L. Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. J. Learn. Sci. 1992, 2, 141–178. [Google Scholar] [CrossRef]
- Collins, A. Toward a design science of education. In New Directions in Educational Technology; NATO ASI Series; Scanlon, E., O’Shea, T., Eds.; Springer: Berlin/Heidelberg, Germany, 1992; pp. 15–22. [Google Scholar]
- McHugh, M.; McCauley, V.; Davison, K.; Raine, R.; Grehan, A. Anchoring Ocean Literacy: Participatory iBook Design within Secondary Science Classrooms. Technol. Pedagog. Educ. 2020, 29, 89–107. [Google Scholar] [CrossRef]
- Van den Akker, J.; Gravemeijer, K.; McKenney, S.; Nieveen, N. Educational Design Research; Routledge: London, UK, 2006. [Google Scholar]
- Flynn, N.; Keane, E.; Davitt, E.; McCauley, V.; Heinz, M.; MacRuairc, G. ‘Schooling at Home’ in Ireland during COVID-19: Perspectives and Experiences of Parents, Young People and Children. Ir. Educ. Stud. 2021. [Google Scholar] [CrossRef]
- Tejedor, S.; Cervi, L.; Pérez-Escoda, A.; Tusa, F.; Parola, A. Higher Education Response in the Time of Coronavirus: Perceptions of Teachers and Students, and Open Innovation. J. Open Innov. Technol. Mark. Complex. 2021, 7, 43. [Google Scholar] [CrossRef]
- Tejedor, S.; Cervi, L.; Pérez-Escoda, A.; Jumbo, F.T. Digital Literacy and Higher Education during COVID-19 Lockdown: Spain, Italy, and Ecuador. Publications 2020, 8, 48. [Google Scholar] [CrossRef]
- Amiel, T.; Reeves, T.C. Design-based research and educational technology: Rethinking technology and the research agenda. J. Educ. Technol. Soc. 2008, 11, 29–40. Available online: http://www.jstor.org/stable/jeductechsoci.11.4.29 (accessed on 3 June 2021).
- Gilbert, J.K. Visualization in Science Education; Springer Science Business Media: Berlin/Heidelberg, Germany, 2005. [Google Scholar]
- Mariooryad, S.; Kannan, A.; Hakkani-Tur, D.; Shriberg, E. Automatic Characterization of Speaking Styles in Educational Videos. IEEE International Conference on Acoustics, Speech and Signal Processing Proceedings (ICASSP), Florence, Italy, 4–9 May 2014; pp. 4848–4852. Available online: https://ieeexplore.ieee.org/document/6854523 (accessed on 3 June 2021).
- De Jong, T. Cognitive load theory, educational research, and instructional design: Some food for thought. Instr. Sci. 2010, 38, 105–134. [Google Scholar] [CrossRef] [Green Version]
- Mayer, R.E. Cognitive theory of multimedia learning. Camb. Handb. Multimed. Learn. 2005, 41, 31–48. [Google Scholar] [CrossRef]
- Rotgans, J.I.; Schmidt, H.G. Cognitive engagement in the problem-based learning classroom. Adv. Health Sci. Educ. 2011, 16, 465–479. [Google Scholar] [CrossRef] [Green Version]
- Bergin, D.A. Influences on classroom interest. Educ. Psychol. 1999, 34, 87–98. [Google Scholar] [CrossRef]
- Broughton, S.H.; Sinatra, G.M.; Reynolds, R.E. The nature of the refutation text effect: An investigation of attention allocation. J. Educ. Res. 2010, 103, 407–423. [Google Scholar] [CrossRef] [Green Version]
- Jewett, J.W., Jr. Hook your students! Phys. Teach. 2013, 51, 442. [Google Scholar] [CrossRef]
- Marinchech, J. A Great Teacher Begins with a Hook. Available online: https://suite101.com/a/a-great-teacher-begins-lessons-with-the-hook-method-a255945 (accessed on 3 June 2021).
- Hunter, M. Mastery Teaching: Increasing Instructional Effectiveness in Elementary and Secondary Schools, Colleges, and Universities; Corwin Press: Thousand Oaks, CA, USA, 1994. [Google Scholar]
- Lemov, D. Teach Like a Champion: 49 Techniques That Put Students on the Path to College (K-12); John Wiley Sons: Hoboken, NJ, USA, 2010. [Google Scholar]
- McCrory, P. Developing interest in science through emotional engagement. In ASE Guide to Primary Science Education; Harlen, W., Ed.; ASE: Hatfield, UK, 2011; Draft Chapter; pp. 94–101. Available online: https://www.learndifferently.com/ (accessed on 3 June 2021).
- Riendeau, D. Delightful Beginnings. Phys. Teach. 2013, 51, 380. [Google Scholar] [CrossRef]
- Krapp, A.; Prenzel, M. Research on interest in science: Theories, methods, and findings. Int. J. Sci. Educ. 2011, 33, 27–50. [Google Scholar] [CrossRef] [Green Version]
- –Hoffmann, L. Promoting girls’ interest and achievement in physics classes for beginners. Learn. Instr. 2002, 12, 447–465. [Google Scholar] [CrossRef]
- Joseph, D.; Nacu, D.C. Designing interesting learning environments when the medium isn’t enough. Converg. Int. J. Res. Into New Media Technol. 2003, 9, 84–115. [Google Scholar] [CrossRef]
- Krapp, A. An educational–psychological conceptualisation of interest. Int. J. Educ. Vocat. Guid. 2007, 7, 5–21. [Google Scholar] [CrossRef]
- Sinatra, G.M.; Heddy, B.C.; Lombardi, D. The challenges of defining and measuring student engagement in science. Educ. Psychol. 2015, 50, 1–13. [Google Scholar] [CrossRef]
- Schraw, G.; Flowerday, T.; Lehman, S. Increasing situational interest in the classroom. Educ. Psychol. Rev. 2001, 13, 211–224. [Google Scholar] [CrossRef]
- Flowerday, T.; Schraw, G.; Stevens, J. The role of choice and interest in reader engagement. J. Exp. Educ. 2004, 72, 93–114. [Google Scholar] [CrossRef]
- Mitchell, M. Situational interest: Its multifaceted structure in the secondary school mathematics classroom. J. Educ. Psychol. 1993, 85, 424. [Google Scholar] [CrossRef]
- Tsai, Y.-M.; Kunter, M.; Lüdtke, O.; Trautwein, U.; Ryan, R.M. What makes lessons interesting? The role of situational and individual factors in three school subjects. J. Educ. Psychol. J. Educ. Psychol. 2008, 100, 460. [Google Scholar] [CrossRef] [Green Version]
- Palmer, D. Research Report: Situational interest and the attitudes towards science of primary teacher education students. Int. J. Sci. Educ. 2004, 26, 895–908. [Google Scholar] [CrossRef]
- Hidi, S.; Renninger, K.A. The four-phase model of interest development. Educ. Psychol. 2006, 41, 111–127. [Google Scholar] [CrossRef]
- Lavonen, J.; Byman, R.; Juuti, K.; Meisalo, V.; Uitto, A. Pupil interest in physics: A survey in Finland. Nord. Stud. Sci. Educ. 2005, 1, 72–85. [Google Scholar] [CrossRef] [Green Version]
- Linnenbrink-Garcia, L.; Durik, A.M.; Conley, A.M.; Barron, K.E.; Tauer, J.M.; Karabenick, S.A.; Harackiewicz, J.M. Measuring situational interest in academic domains. Educ. Psychol. Meas. 2010, 70, 647–671. [Google Scholar] [CrossRef]
- Magner, U.I.; Schwonke, R.; Aleven, V.; Popescu, O.; Renkl, A. Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learn. Instr. 2014, 29, 141–152. [Google Scholar] [CrossRef]
- Berlyne, D.E.; Ditkofsky, J. Effects of novelty and oddity on visual selective attention. Br. J. Psychol. 1976, 67, 175–180. [Google Scholar] [CrossRef]
- Anderman, E.M.; Noar, S.M.; Zimmerman, R.S.; Donohew, L. The need for sensation as a prerequisite for motivation to engage in academic tasks. In Advances in Motivation and Achievement, Volume 13: Motivating Students, Improving Schools: The Legacy of Carol Midgley; Maehr, M.L., Pintrich, P.R., Eds.; Elsevier: San Diego, CA, USA, 2004. [Google Scholar]
- Ainley, J.; Luntley, M. The role of attention in expert classroom practice. J. Math. Teach. Educ. 2007, 10, 3–22. [Google Scholar] [CrossRef]
- Kerger, S.; Martin, R.; Brunner, M. How can we enhance girls’ interest in scientific topics? Br. J. Educ. Psychol. 2011, 81, 606–628. [Google Scholar] [CrossRef]
- Rosengrant, D.; Hearrington, D.; Alvarado, K.; Keeble, D. Following student gaze patterns in physical science lectures. In AIP Conference Proceedings; American Institute of Physics: College Park, MD, USA, 2012; Volume 1413, pp. 323–326. [Google Scholar] [CrossRef] [Green Version]
- Csikszentmihaly, M. Creativity:flow and The psychology of Discovery and Invention; Harper Collins: New York, NY, USA, 1996. [Google Scholar]
- Eastwood, J.D.; Frischen, A.; Fenske, M.J.; Smilek, D. The Unengaged Mind Defining Boredom in Terms of Attention. Perspect. Psychol. Sci. 2012, 7, 482–495. [Google Scholar] [CrossRef]
- Heath, R.G. Emotional engagement: How television builds big brands at low attention. J. Advert. Res. 2009, 49, 62–73. [Google Scholar] [CrossRef]
- Jensen, E. Brain-Based Learning: The New Paradigm of Teaching; Corwin Press: Thousand Oaks, CA, USA, 2008. [Google Scholar]
- McVay, J.C.; Kane, M.J. Why does working memory capacity predict variation in reading comprehension? On the influence of mind wandering and executive attention. J. Exp. Psychol. Gen. 2012, 141, 302. [Google Scholar] [CrossRef] [Green Version]
- Fredricks, J.A.; Blumenfeld, P.; Friedel, J.; Paris, A. “School engagement”. In What do Children Need to Flourish? Conceptualizing and Measuring Indicators of Positive Development; Moore, K.A., Lippman, L.H., Eds.; Springer: New York, NY, USA, 2005; pp. 305–321. [Google Scholar]
- Harris, L. Secondary teachers’ conceptions of student engagement: Engagement in learning or in schooling? Teach. Teach. Educ. 2011, 27, 376–386. [Google Scholar] [CrossRef]
- Bain, K. What makes great teachers great. Chron. High. Educ. 2004, 50, B7–B9. [Google Scholar]
- Oliveira, A.W. Engaging students in guided science inquiry discussions: Elementary teachers’ oral strategies. J. Sci. Teach. Educ. 2010, 21, 747–765. [Google Scholar] [CrossRef]
- Smart, J.B.; Marshall, J.C. Interactions between classroom discourse, teacher questioning, and student cognitive engagement in middle school science. J. Sci. Teach. Educ. 2013, 24, 249–267. [Google Scholar] [CrossRef]
- Fredricks, J.A.; Blumenfeld, P.C.; Paris, A.H. School engagement: Potential of the concept, state of the evidence. Rev. Educ. Res. 2004, 74, 59–109. [Google Scholar] [CrossRef] [Green Version]
- Wefald, A.J.; Downey, R.G. Construct dimensionality of engagement and its relation with satisfaction. J. Psychol. 2009, 143, 91–112. [Google Scholar] [CrossRef]
- Carini, R.M.; Kuh, G.D.; Klein, S.P. Student engagement and student learning: Testing the linkages. Res. High. Educ. 2006, 47, 1–32. [Google Scholar] [CrossRef]
- Fredricks, J.A.; McColskey, W. The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of Research on Student Engagement; Christenson, S., Reschly, A., Wylie, C., Eds.; Springer: Boston, MA, USA, 2012; pp. 763–782. [Google Scholar] [CrossRef]
- Hampden-Thompson, G.; Bennett, J. Science Teaching and Learning Activities and Students’ Engagement in Science. Int. J. Sci. Educ. 2013, 35, 1325–1343. [Google Scholar] [CrossRef] [Green Version]
- Li, Y.; Lerner, R.M. Interrelations of behavioral 2010, emotional, and cognitive school engagement in high school students. J. Youth Adolesc. 2013, 42, 20–32. [Google Scholar] [CrossRef] [PubMed]
- Rotgans, J.I.; Schmidt, H.G. Situational interest and academic achievement in the active-learning classroom. Learn. Instr. 2011, 21, 58–67. [Google Scholar] [CrossRef]
- Marton, F.; Säljö, R. On qualitative differences in learning: I—Outcome and process. Br. J. Educ. Psychol. 1976, 46, 4–11. [Google Scholar] [CrossRef]
- Zhu, X.; Chen, A.; Ennis, C.; Sun, H.; Hopple, C.; Bonello, M.; Kim, S. Situational interest, cognitive engagement, and achievement in physical education. Contemp. Educ. Psychol. 2009, 34, 221–229. [Google Scholar] [CrossRef] [Green Version]
- Ryan, F.; Coughlan, M.; Cronin, P. Step-by-step guide to critiquing research. Part 2: Qualitative research. Br. J. Nurs. 2007, 16, 738–745. [Google Scholar] [CrossRef]
- Hakkarainen, P. Designing and implementing a PBL course on educational digital video production: Lessons learned from a design-based research. Educ. Technol. Res. Dev. 2009, 57, 211–228. [Google Scholar] [CrossRef]
- Long, B.T.; Hall, T. R-NEST: Design-based research for technology-enhanced reflective practice in initial teacher education. Australas. J. Educ. Technol. 2015, 31. [Google Scholar] [CrossRef] [Green Version]
- Wang, F.; Hannafin, M.J. Design-based research and technology-enhanced learning environments. Educ. Technol. Res. Dev. 2005, 53, 5–23. [Google Scholar] [CrossRef]
- Collins, A.; Joseph, D.; Bielaczyc, K. Design research: Theoretical and methodological issues. J. Learn. Sci. 2004, 13, 15–42. [Google Scholar] [CrossRef]
- Spencer, L.; Britain, G. Quality in Qualitative Evaluation: A Framework for Assessing Research Evidence; Government Chief Social Researcher’s Office, The National Archives: Richmond, UK, 2003. [Google Scholar]
- Renninger, K.A.; Bachrach, J.E. Studying triggers for interest and engagement using observational methods. Educ. Psychol. 2015, 50, 58–69. [Google Scholar] [CrossRef]
- Liu, T.-C.; Peng, H.; Wu, W.-H.; Lin, M.-S. The Effects of Mobile Natural-science Learning Based on the 5E Learning Cycle: A Case Study. Educ. Technol. Soc. 2009, 12, 344–358. Available online: www.jstor.org/stable/jeductechsoci.12.4.344 (accessed on 3 June 2021).
- McHugh, M.; McCauley, V. Hooked on Science. Sci. Sch. Eur. J. Sci. Teach. 2017, 39, 55–58. Available online: https://www.eso.org/public/archives/schools/pdf/sis_0039.pdf (accessed on 3 June 2021).
- Köller, O.; Baumert, J.; Schnabel, K. Does Interest Matter? The Relationship between Academic Interest and Achievement in Mathematics. J. Res. Math. Educ. 2001, 32, 448–470. [Google Scholar] [CrossRef]
- Wolfinger, N.H. On writing fieldnotes: Collection strategies and background expectancies. Qual. Res. 2002, 2, 85–93. [Google Scholar] [CrossRef]
- Sanjek, R. Fieldnotes: The Makings of Anthropology; Cornell University Press: Ithaca, NY, USA, 1990. [Google Scholar]
- Bodgan, R.C.; Biklen, S.K. Qualitative Research for Education: An Introduction to Theories and Methods, 4th ed.; Pearson Education Group: New York, NY, USA, 2003. [Google Scholar]
- Lather, P. Issues of validity in openly ideological research: Between a rock and a soft place. Interchange 1986, 17, 63–84. [Google Scholar] [CrossRef]
- Gall, M.D.; Gall, J.P.; Borg, W.R. Educational Research: An Introduction; Pearson/Allyn Bacon: Boston, MA, USA, 2007. [Google Scholar]
- DiCicco-Bloom, B.; Crabtree, B.F. The qualitative research interview. Med Educ. 2006, 40, 314–321. [Google Scholar] [CrossRef]
- Braun, V.; Clarke, V. Using thematic analysis in psychology. Qual. Res. Psychol. 2006, 3, 77–101. [Google Scholar] [CrossRef] [Green Version]
- Fereday, J.; Muir-Cochrane, E. Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. Int. J. Qual. Methods 2008, 5, 80–92. [Google Scholar] [CrossRef]
- Terry, G.; Hayfield, N.; Clarke, V.; Braun, V. Thematic Analysis. The Sage Handbook of Qualitative Research in Psychology; Sage Publications: Thousand Oaks, CA, USA, 2017; pp. 17–37. [Google Scholar]
- Graneheim, U.H.; Lundman, B. Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Educ. Today 2004, 24, 105–112. [Google Scholar] [CrossRef]
- Saldaña, J. The Coding Manual for Qualitative Researchers; Sage Publications: Thousand Oaks, CA, USA, 2012. [Google Scholar]
- Clarke, V.; Braun, V. Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. Psychologist 2013, 26, 120–123. Available online: https://uwe-repository.worktribe.com/output/937596/teaching-thematic-analysis-overcoming-challenges-and-developing-strategies-for-effective-learning (accessed on 3 June 2021).
- Muldner, K.; Burleson, W.; VanLehn, K. “Yes!”: Using tutor and sensor data to predict moments of delight during instructional activities. In International Conference on User Modeling, Adaptation, and Personalization; Springer: Berlin/Heidelberg, Germany, 2010; pp. 159–170. [Google Scholar]
- Arnone, M.P.; Small, R.V.; Chauncey, S.A.; McKenna, H.P. Curiosity, interest and engagement in technology-pervasive learning environments: A new research agenda. Educ. Technol. Res. Dev. 2011, 59, 181–198. [Google Scholar] [CrossRef]
- Luce, M.R.; Hsi, S. Science-Relevant Curiosity Expression and Interest in Science: An Exploratory Study. Sci. Educ. 2015, 99, 70–97. [Google Scholar] [CrossRef]
- Shenaar-Golan, V.; Gutman, C. Curiosity and the Cat: Teaching Strategies That Foster Curiosity. Soc. Work Groups 2013, 36, 349–359. [Google Scholar] [CrossRef]
- Loewenstein, G. The psychology of curiosity: A review and reinterpretation. Psychol. Bull. 1994, 116, 75. [Google Scholar] [CrossRef]
- Peters, C.; Castellano, G.; De Freitas, S. An exploration of user engagement in HCI. In Proceedings of the International Workshop on Affective-Aware Virtual Agents and Social Robots, Boston, MA, USA, 2–4 November 2009; pp. 1–3. [Google Scholar] [CrossRef]
- Rotgans, J.I.; Schmidt, H.G. Situational interest and learning: Thirst for knowledge. Learn. Instr. 2014, 32, 37–50. [Google Scholar] [CrossRef]
- Kashdan, T.B.; Silvia, P.J. Curiosity and interest: The benefits of thriving on novelty and challenge. Oxf. Handb. Posit. Psychol. 2009, 2, 367–374. [Google Scholar]
- Chen, A.; Darst, P.W. Individual and situational interest: The role of gender and skill. Contemp. Educ. Psychol. 2002, 27, 250–269. [Google Scholar] [CrossRef] [Green Version]
- Hidi, S.; Harackiewicz, J.M. Motivating the academically unmotivated: A critical issue for the 21st century. Rev. Educ. Res. 2000, 70, 151–179. [Google Scholar] [CrossRef]
- Linvill, D. Student Interest and Engagement in the Classroom: Relationships with Student Personality and Developmental Variables. South. Commun. J. 2014, 79, 201–214. [Google Scholar] [CrossRef]
- Subramaniam, P.R. Motivational effects of interest on student engagement and learning in physical education: A review. Int. J. Phys. Educ. 2009, 46, 11–19. [Google Scholar]
- Flowerday, T.; Shell, D.F. Disentangling the effects of interest and choice on learning, engagement, and attitude. Learn. Individ. Differ. 2015. [Google Scholar] [CrossRef]
- Ainley, M.; Hidi, S.; Berndorff, D. Interest, learning, and the psychological processes that mediate their relationship. J. Educ. Psychol. 2002, 94, 545–561. [Google Scholar] [CrossRef]
- Hidi, S.; Renninger, K.A.; Krapp, A. Interest, a motivational variable that combines affective and cognitive functioning. In The Educational Psychology Series. Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development; Dai, D.Y., Sternberg, R.J., Eds.; Lawrence Erlbaum Associates Publishers: Mahwah, NJ, USA, 2004; pp. 89–115. [Google Scholar]
- Mazer, J.P. Associations among teacher communication behaviors, student interest, and engagement: A validity test. Commun. Educ. 2013, 62, 86–96. [Google Scholar] [CrossRef]
- Palmer, D.H. Student interest generated during an inquiry skills lesson. J. Res. Sci. Teach. 2009, 46, 147–165. [Google Scholar] [CrossRef]
- Silvia, P.J. Interest—The curious emotion. Curr. Dir. Psychol. Sci. 2008, 17, 57–60. [Google Scholar] [CrossRef]
- Klassen 2011, S.; Klassen, C.F. The Role of Interest in Learning Science through Stories. Interchange 2014, 45, 133–151. [Google Scholar] [CrossRef]
- Mayer, R.E.; Moreno, R. Nine ways to reduce cognitive load in multimedia learning. Educ. Psychol. 2003, 38, 43–52. [Google Scholar] [CrossRef] [Green Version]
- Hidi, S. Interest: A unique motivational variable. Educ. Res. Rev. 2006, 1, 69–82. [Google Scholar] [CrossRef]
- Pace, B.G.; Jones, L.C. Teaching with web-based videos. Sci. Teach. 2009, 76, 47. [Google Scholar]
- Jones, T.; Cuthrell, K. YouTube: Educational potentials and pitfalls. Comput. Sch. 2011, 28, 75–85. [Google Scholar] [CrossRef]
Hook Video | Description | Duration |
---|---|---|
Atmospheric Pressure | This hook displays how atmospheric pressure can be used to crush aluminium cans. A can is filled with steam and then inverted into cold water. The steam condenses to create a vacuum and the pressure of the atmosphere forces the can to implode. | 1:36 |
Centre of Gravity | This hook takes objects that do not intuitively balance and puts them together. Three separate balancing acts are presented; the combination of a spoon, fork and toothpick, a hammer ruler and string and finally a sledgehammer, twine and a metre stick. | 1:45 |
Conservation of Energy | This hook displays the concept of the conservation of energy, the principle that energy cannot be created or destroyed; it can only be changed from one form to another. In the experiment, a weight is tied onto a piece of string and used as a pendulum. | 1:08 |
Density | This hook displays a density tower. Various immiscible (will not mix) liquids are placed in a graduated cylinder to see which ones are the most and least dense. | 2:57 |
Energy Conversions | This hook turns chemical energy into heat energy and then into kinetic energy by using water as an energy transporter and converter in a simple steam engine. | 1:34 |
Flotation | This hook explores the density of objects in relation to water. Objects include fruit, soda cans and eggs. | 1:28 |
Friction | This hook examines friction as a force and lubrication. It demonstrates the frictional force by inserting a knife into a graduated cylinder of rice. | 1:11 |
Pressure | This hook explores pressure and area by placing a balloon on a single nail versus a bed of nails. | 0:42 |
Sound | In this hook, the sound made by a tuning fork is explored. If the tuning fork is struck, the vibrations created in the air produce a quiet sound and force. The force is then used to create a piece of art. | 1:29 |
Hook Teaching Strategy | Description | Teachers Who Used the Hook Strategy during Their Observed Lesson |
---|---|---|
Pre/Post | The teacher designed additional activities to supplement the video. Students engaged in these before and after the video hook | Aisling; Bill; Catherine; Emma; James; Richard |
Segmentation | The teacher paused the video at key moments and interjected with questions and activities throughout the video hook. | Aisling; Denise; Eva |
Guided/Structured IBL | The video hook was used as a driver for IBL, whereby students explored the same science in their classroom using physical equipment. | Bill; Denise; Eva |
Post Revision Strategy | The teacher used the video as a way of assessing student understanding near the end of a lesson | Helen; Yvette |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
McCauley, V.; McHugh, M. An Observational Narrative of Student Reaction to Video Hooks. Educ. Sci. 2021, 11, 286. https://doi.org/10.3390/educsci11060286
McCauley V, McHugh M. An Observational Narrative of Student Reaction to Video Hooks. Education Sciences. 2021; 11(6):286. https://doi.org/10.3390/educsci11060286
Chicago/Turabian StyleMcCauley, Veronica, and Martin McHugh. 2021. "An Observational Narrative of Student Reaction to Video Hooks" Education Sciences 11, no. 6: 286. https://doi.org/10.3390/educsci11060286