Summary of SyMETRI meeting May 24th, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Conan Chung Man Lee from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: May 24th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on May 24th, 2023,

Conan presented his MA thesis to SyMETRI members, focusing on science learning through YouTube comments on science videos. Conan highlighted the declining interest in science and the transformative learning approaches that have given rise to innovative forms of science education in the 21st century. Traditionally, movies have been valuable tools in science education, but a recent trend has emerged on video sharing and social media platforms, where movies are embedded within science videos to enhance the learning experience. YouTube, as the dominant video sharing platform, features numerous science videos that integrate entertainment and education by incorporating movies into their content.

The main objective of Conan’s study was to explore the potential impact of embedding movies in science videos on the learning process, as well as examine how the post-video comments on these videos could either facilitate or reflect science learning. To achieve this, Conan employed the grounded theory methodology. Through qualitative content analysis, he compared the types and characteristics of comments, as well as identified the learning opportunities and challenges they presented. He compared the comments from two science videos: one that embedded a movie and one that did not. The first video he investigated was from the Because Science (BS) channel, which merged the Harry Potter universe with the physics concept of quantum tunnelling. The second video belonged to the Up and Atom (UA) channel and explained the same concept using a traditional teaching approach.

By closely examining in total of 990 comments, Conan aimed to identify any patterns or distinctive characteristics that could shed light on the learning experience facilitated by these videos. He uncovered insights into how movies incorporated into science videos can enhance or influence the learning process, as well as how viewers’ engagement in the form of comments might contribute to their science learning journey.

The findings indicate that comments on the UA video were more formal and focused on the specific scientific concept, whereas comments on the BS video were more casual and diverse, showing greater engagement with the science and video topic in general. While comments on conventional science videos can create an effective space for knowledge exchange and collaborative learning, they may also present challenges, such as the potential spread of misinformation due to a lack of knowledge justification. On the other hand, embedding movies offers unique learning opportunities within the comments section, including critical and creative thinking.

The challenges surrounding misinformation in the comments section of science videos resonated strongly with SyMETRI members. By encouraging students to cultivate a critical mindset when engaging with comments, educators can foster meaningful and thought-provoking discussions in the classroom. One of the SyMETRI members also talked about the value of media literacy, which can be extended to curriculum connections, specifically addressing the pressing issues of climate and nature emergency and the propagation of disinformation by climate change deniers. Integrating media literacy into the curriculum equips students with the essential skills to critically evaluate sources, discern reliable information from misinformation, and navigate the complexities of societal and environmental challenges with confidence and clarity.

Here are some slides from Conan’s presentation:

Bio

Conan Chung Man Lee recently graduated from the MA program in Science Education. He is passionate about science education and has been creating free educational content available on YouTube.