The Use of Video Cases in a Multimedia Learning Environment for Facilitating High School Students' Inquiry into a Problem from Varying Perspectives

• Published in: Journal of science education and technology 2011-12, Vol.20 (6), p.715-728
• Main Authors: Zydney, Janet Mannheimer, Grincewicz, Amy
• Format: Article
• Language: English
• Subjects: Analysis; Case Method (Teaching Technique); Cognitive ability; Complexity; Computer software; Correlation; Correlation analysis; Critical thinking; Education; Educational Environment; Educational Technology; Environmental education; Environmental engineering; Environmental legislation; Environmental pollution; Environmental sociology; Environmental technology; Ethics; Expertise; Grade 10; High School Students; Inquiry; Instructional Effectiveness; Investigations; Learning; Multimedia; Multimedia Instruction; Multimedia materials; Predictor Variables; Problem Solving; Qualitative analysis; Qualitative Research; Questions; School environment; Science and Society; Science Education; Science Instruction; Software; Student Attitudes; Students; Thinking Skills; Time Factors (Learning); Urban Schools; Video Technology
• ISSN: 1059-0145; 1573-1839
• DOI: 10.1007/s10956-010-9264-1

This study investigated the connection between the use of video cases within a multimedia learning environment and students' inquiry into a socio-scientific problem. The software program was designed based on principles from the Cognitive Flexibility Theory (CFT) and incorporated video cases of experts with differing perspectives.Seventy-nine 10th-grade students in an urban high school participated in this study. After watching the expert videos, students generated investigative questions and reflected on how their ideas changed over time. This study found a significant correlation between the time students spent watching the expert videos and their ability to consider the problem's perspectives as well as their ability to integrate these perspectives within their questions.Moreover, problem-solving ability and time watching the videos were detected as possible influential predictors of students' consideration of the problem's perspectives within their questions. Although students watched all video cases in equivalent ways, one of the video cases, which incorporated multiple perspectives as opposed to just presenting one perspective, appeared most influential in helping students integrate the various perspectives into their own thinking. A qualitative analysis of students' reflections indicated that many students appreciated the complexity, authenticity, and ethical dimensions of the problem. It also revealed that while the majority of students thought critically about the problem, some students still had naïve or simplistic ways of thinking. This study provided some preliminary evidence that offering students the opportunity to watch videos of differentperspectives may influence them to think in alternative ways about a complex problem.